Pacto pela educação no Estado de Goiás : permanências e contradições entre a normatização e a efetivação da política no trabalho docente

Abstract

This research, entitled Pact for Education in the State of Goiás: Permanences and Contradictions between Policy Standardization and Its Implementation in Teachers’ Work, examines the educational reform known as the Pact for Education in the State of Goiás. The study is situated within the research line State, Policies, and History of Education of the Graduate Program in Education at the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). Its object of analysis is the process of implementation of this policy and its implications for the work of basic education teachers in the state public education system of Goiás, covering the period from 2011 to 2024. The general objective of this study was to understand the Educational Reform “Pacto pela Educação in the state of Goiás” regarding its implementation process and its implications for the work of basic education teachers in the state public education system of Goiás, from its implementation period (2011–2014) to the year 2025. The specific objectives seek to identify and analyze the academic production related to this educational reform; to identify and examine its legal and regulatory frameworks; to analyze the legal changes in the structure of the teaching career (career plan); and to reveal how the implementation process of this educational reform took place with regard to changes in teachers’ work, considering the importance of large-scale assessments (SAEB/IDEB) within this context. The study adopts a qualitative research approach, employing a literature review, document analysis, and the Policy Cycle approach, through the examination of the different and interconnected contexts -context of influence, context of text production, context of practice, context of outcomes, and political strategies (Mainardes, 2006). Regarding the theoretical and methodological foundations, the study primarily draws on the following authors: Afonso (2009, 2010, 2012), Ball (2001, 2014), Dardot e Laval (2016), Freitas (2018), Laval (2019), Libâneo (2011, 2016, 2018), Oliveira (2009, 2010, 2018). To collect empirical data, structured questionnaires were administered to teachers of the state public education system of the CRE – Morrinhos, Goiás (a total of 332 teachers, corresponding to 71.4% of the regional staff). The data obtained were processed using Laurence Bardin’s Content Analysis technique, and for the analytical procedures, Norman Fairclough’s Critical Discourse Analysis methodology was adopted. The data collected reveal a scenario characterized by the intensification of teaching work, curriculum narrowing, loss of autonomy, and structural devaluation, even in the presence of merit-based incentives and a strong focus on external assessments. Teachers’ testimonies expose experiences of illness, work overload, and demotivation, but also reveal strategies of resistance—both collective and proactive—understood as practices of resignification, defense of the democratic public school, and reinvention of pedagogical practices. It is concluded that the implementation of the Pact for Education in Goiás and its developments up to the present day highlight the persistence of mechanisms of control, standardization, and accountability, which aggravate everyday school life, intensify teaching work, and undermine professional recognition. In light of this scenario, the urgency of a democratic and inclusive public education is reaffirmed—one that values teaching work and the comprehensive education of students, overcomes neoliberal rationality, and builds pathways toward a school genuinely committed to emancipatory education and social transformation.