The global to local: implementation of policies of teacher accountability, managerial management and evaluation results

Abstract

The impacts of the internationalization of educational policies on teachers, headmasters and staff of a municipal school in Curitiba, Brazil, are discussed. The phenomenon is related to the intensification of production and implementation of terms/concepts which are widely disseminated and accepted by most agents working in the school. The new strategies for policy development at the start of the century transform the school into a privileged place for the production of a consensus. In this new phase of policy, it becomes evident that compliance to demands within the process of the development of capitalism formulates educational policies, undermining the possibilities for solving the most urgent issues. Empirical research, with participant observation procedures, semi-structured interviews and analysis of documents, was a help in the analysis of the implementation of the School Development Plan (PDE-School) and its relationship with the general aspects of internationalization of education policy. PDE-School recommends strategies for schools which would lead them towards accountability in results obtained in development assessments, development of managerial practices, to shun extended discussions with the group of teachers due to lack of time required for the activity.