The external evaluation policies and their effects on teaching work

Abstract

This article seeks to analyze the correspondence between school organization and business management, which, by instituting mechanisms of control and subordination, remove from the teaching work, their autonomy. In this aspect, external evaluation, in the neoliberal logic of education, assumes a central aspect, which guides the educational process and, in the form it has assumed, contributed to the stagnation of the teacher's work. When we consider the teaching work in this conception, the implementation of evaluation policies based on control and accountability, removes the ontological meaning of the teachers' work and produces the dehumanization of them. The article was carried out through a bibliographic study, and it indicates that external evaluations institute mechanisms that limit the freedom and autonomy of teachers, contributing to a process of estrangement of their pedagogical work, by making it something whose determinations and ways of being get out of control. With the reflections made, we reaffirm the position that the school space needs to be understood as a space of struggles and autonomy, in which teachers build and rebuild, on a daily basis, their pedagogical work.