Influências do Ideb sobre a satisfação profissional na visão de professores do 1º ao 5º ano em seis escolas estaduais em Juiz de Fora / MG

Abstract

This thesis investigated the effects and consequences of the Basic Education Development Index (IDEB) on job satisfaction of 1st to 5th grade teachers in six state schools of Juiz de Fora / MG. We aimed to meet and see if and how the disclosure and Ideb results are related and influence in teacher job satisfaction and teacher working condition and how it affects the contentment he may have regarding the career. We selected initially, intentionally, four state schools and were subsequently included two more, totaling six participating research schools. The research subjects were the 1st to 5th grade teachers, to better define the analysis and level of interest for research. Used as a tool for data gathering questionnaires, applied only in the first stage of the research, the four schools selected first, and after, we conducted semi-structured interviews. With the intent to involve a range of understandings on the issues analyzed in this study, a theoretical multi-referential is presented. So it was not predetermined a unique methodological theory so that, as of engineered and several theories discussions, we could understand the theme, providing opportunities for a broad view, not single, generalist, but covering a larger field of understanding. The hypothesis worked this route is that the use and disclosure of IDEB results are cause or collaborate in some way to the professional dissatisfaction of the teacher. Given this premise, we go through a path in order to contextualize the work and collect clues such conjecture, dialoguing with research subjects and articulating the information obtained from the study of various authors. We discuss: - assessment of policies in order to establish an understanding of the context in which the IDEB falls and check its effects relating to teachers; - Job satisfaction, embracing theories that focus on this aspect in order to understand how this happens in the teaching profession; -the present methodological paths taken, the search field and the profile of participants and, finally, - explore the data for analysis and reflection on the main theme of this investigation. Legitimize some causative aspects of satisfaction and dissatisfaction already mentioned by some studies and surveys, such as the fact that love what you do, the positive feedback from learning and development of students, the issue of turnover and roaming, wage conditions and working conditions , professional devaluation, competition among schools and teachers, among others. However, it appeared as a substantial and unique aspects that directly influence teacher dissatisfaction ownership and use of evaluation results by schools and teachers, emphasizing the IDEB; the result of Law 100 / MG and its challenge to teachers who fit into it and how the bonus and accountability provoke a sense of coercion to teachers.