Política educacional e a re-estruturação do trabalho docente: reflexões sobre o contexto Latino-americano Educational policies and the re-structuring of teachers' work: reflections on the Latin-American context

Este artigo discute como as políticas educacionais latino-americanas têm alterado a realidade escolar e, particularmente, a relação entre trabalhadores docentes e escola. Parte de referenciais teóricos desenvolvidos em outros contextos - Europa e América do Norte - para analisar resultados de pesquisa documental realizada sobre a política educacional em curso em alguns países latino-americanos e pesquisa empírica desenvolvida com trabalhadores docentes de escola básica pública no Brasil. Constata-se que tais políticas têm engendrado nova organização do trabalho escolar que reflete um modelo de regulação educativa, produto de novas articulações entre as demandas globais e as respostas locais. Por meio da descentralização administrativa, financeira e pedagógica as escolas têm adquirido maior flexibilidade e autonomia, mas também têm respondido a uma demanda crescente de atividades e responsabilidades, o que tem contribuído para a intensificação e auto-intensificação do trabalho docente.<br>This paper discusses how the Latin-American educational policies have altered school reality and, more particularly, the relationship between teachers and school. Based on references developed in other contexts - Europe and North America -, it analyses the results of documental research on the educational policies cur rently applied in some Latin-American countries and of empirical research developed with basic school teachers in Brazil. It notices that such policies have generated a new organization of school work that reflects a model of educational regulation produced by the articulation between global demands and local responses. Through their administrative, financial and pedagogic decentralization, schools have acquired more flexibility and autonomy, but have also responded to a growing demand for activities and responsibilities. This has contributed to intensify and self-intensify teachers' work

Instrumentation

International audienceThe instrumental repertoires of performance-based accountability policies, composed of tools such as projects, plans, contracts, indicators, and accountability reports, are similar in the two case studies. In this chapter, we focus on the (non)usages of key tools such as indicators and contracts at the school level. In theoretical terms, we investigate the processes of instrumentation of the policy, that is to say, the problems created by the choice and uses of tools to materialize the policy. More specifically, we observe the manner in which these tools are embedded in variable micro-regulatory apparatuses, considered as the combined result of an institutional and a pragmatic construction. The analysis of the (non)usages of tools shows, on the one hand, that the articulations between tools expected by supervisory authorities are extremely variable, depending on national and local contexts, and, on the other hand, that their expected effects in terms of change, improvement, and “self-regulation” of teachers’ pedagogical practices also differ dramatically between the French and the Quebec situations. On the French side, we refer to a contingent administrative bricolage in lycées, a concern of principals and little (or not at all) affecting teachers’ practices. The appropriation of the instrumental repertoire is more consistent in Quebec schools, allowing for the simultaneous emergence of a process of semantic institutionalization of a managerial rationality and the enactment—with variations among schools—of tools to manage and monitor teachers’ pedagogical practices. We conclude on the organizational and institutional effects of these ongoing instrumental reconfigurations