Avaliação por desempenho docente nas redes de ensino municipais do Estado do Amapá

Abstract

This study, part of the Educational Policies research line of the Graduate Program in Education (PPGED) at the Federal University of Amapá (UNIFAP), critically analyzes teacher performance evaluation within the career structure of basic education teachers in the municipal school systems of the state of Amapá, in the context of educational reforms influenced by neoliberal approaches. The central objective was to examine how the performance evaluation criteria, as outlined in the Career, Position and Remuneration Plans (PCCR), express or contradict the legal principles of teacher appreciation. The analysis focused on the PCCRs and performance evaluation forms from seven municipalities (Macapá, Santana, Laranjal do Jari, Mazagão, Pedra Branca do Amapari, Itaubal, and Pracuúba), selected based on document availability. The research employed the historical-dialectical materialist method and content analysis technique applied to normative documents. The findings identified three predominant meaning categories: objective criteria, subjective criteria, and a meritocratic and productivist logic. Municipalities such as Macapá and Santana presented more detailed evaluation instruments, strongly shaped by quantitative targets and a direct link between performance and career progression, reproducing mechanisms of control and competitiveness. In contrast, smaller municipalities like Itaubal and Pracuúba displayed vague evaluation criteria and a lack of clear parameters, revealing fragility in implementation. Mazagão and Pedra Branca do Amapari showed attempts to balance objective and subjective criteria, although still falling short of ensuring meaningful teacher appreciation. The study concludes that, although formally aligned with national legal frameworks, the evaluation instruments reinforce individual accountability and the precarization of teaching work. Future research is needed to investigate how these tools are actually used in schools’ daily practices.