Open AccessTheoretical-critical dialogues on authoritary membership and evaluation at PNAIC
Author(s) -
Crisley Monteiro Olarte,
Isabella Fernanda Ferreira
Publication year - 2020
Publication title -
revista tempos e espaços em educação
Language(s) - English
Resource type - Journals
eISSN - 2358-1425
pISSN - 1983-6597
DOI - 10.20952/revtee.v13i32.14396
Subject(s) - autonomy , join (topology) , control (management) , psychology , literacy , order (exchange) , pedagogy , mathematics education , political science , computer science , mathematics , finance , combinatorics , law , economics , artificial intelligence
The National Pact for Literacy at the Right Age (PNAIC) aims to alphabetize children until the third year of elementary school. It is subdivided into four axes: Continuing education, Teaching materials, Systematic evaluation, and Management, mobilization and social control. This paper focuses on the axis entitled Management, mobilization and social control, and aims to assess the way the subjects join the program, how they are evaluated, and how they evaluate the PNAIC. In order to analyze the teachers’ adhesion to the Program, four teachers from a school in Ladário-MS, participants of the PNAIC, are interviewed. The methodology adopted is the case study, with semi-structured interviews. Critical Theory is used as reference. The study concludes that teachers may not assess the Program in a negative way. The evaluation system includes questions with multiple answers, none of which leads to negative opinions about the Program. Regarding their participation, teachers do not have the autonomy to choose whether they want to join the Program or not.