Fracture between the Teaching Assessment Practicum and Policy

Abstract

Nowadays, the Capital District is carrying out a yearly assessment of performance in public schools teachers. This assessment is a State policy that is implemented as a strategy to improve the quality of education. In such sense, this article aims to analyze the conceptions, trends and uses that the District make of the assessment, which are fixed in a traditional conception that is oriented to the “be held accountable” view and merit pay, and supported on the control and measurement of meeting of contractual duties and minimal competition. Due to that, researchers propose to “re-think” the teacher’s assessment, so it becomes a space of formation and a standard of continuous qualification for the teacher and the school