Clementino, Ana Maria; Vieira, Lívia Fraga. Sisyphus: Journal of Education v.8 n. 1 p.55-78 2020.
The legal and conceptual frameworks that structure state action in Brazil, 1996-2019, in relation to the career and evaluation of teachers in basic education are systematized, plus information on employment conditions in the context of changes in the modes of regulation of education systems. It is noted that the regulation of career is dependent on the ability to negotiate between federated entities and the teaching movement. New educational demands have led to the emergence of parallel teaching careers, configuring occupational hierarchies and discrimination. Notes that current policies that emphasize the achievement of teaching performance goals as opposed to the traditional criteria of professional statutes—stability, hierarchical progression and appreciation of titles and experience—are advocated by segments that influence the educational agenda according to new public management canon. The defense of forms of remuneration based on incentives linked to a meritocratic teacher evaluation is supported by the belief that the performance in the large-scale tests is improved and the students’ learning is guaranteed.