| dc.description.abstract | This work was guided by the thematic conceptions that surround the research on the culture of accountability in the territorialization of educational actions, taking the territory as a category of analysis with a focus on the geographic space that reflects on power relations. It establishes connections between the elements that guide the evaluative culture at school and its implications, understanding the school as a space that shows itself as the constant and unfinished result of correlations of forces, interests, policies and meanings. It pursued the objective of understanding the organization of school actors in the process of the art of circumventing the territorialization of educational actions in the Tapajós region, state of Pará, in consideration of the practice of the culture of accountability, for the improvement of educational quality. To this end, the methodological framework included three steps, with the first step revisiting the literature that discuss thematic connotations with conceptual outlines of public policies (SOUZA, 2006; BARROSO, 2011, 2013); territory, territoriality and territorialization (SANTOS, 1996, 2007; HAESBAERT, 2004, 2014); educational accountability (AFONSO, 2009, 2009a, 2010, 2012, 2018; FREITAS, 2012, 2016; BALL 2004, 2006), school actors and school organizational culture (NÓVOA, 1992; DUBET, 2003, 2004, 2008; ALMEIDA, 2011 , 2014, 2017; ABERS; SILVA; TATAGIBA, 2018) and conceptual impressions on the art of contouring (HAESBAERT, 2014; FOUCAULT, 2008; LIMA, 1991). The second stage took place in two moments: the construction of an inventory of scientific productions and a documentary study of the legislation on Saeb and Ideb and the Sispae manual, as well as the organization of Obmep. The third stage refers to the empirical research and included three developments: mapping of the integration regions of the state of Pará with the election of the Tapajós region and three municipalities: Itaituba, Jacareacanga and Rurópolis, followed by the choice of an elementary school ; analysis of official documents of the municipal education system and the architecture of other external activities; also the application of a questionnaire to twenty-seven teachers as well as the realization of a semi-structured interview to three managers of the schools. Indeed, we defend the thesis that school actors find gaps in educational policies and through these gaps they produce the art of circumventing with the aim of effectively promoting student learning. In conclusive terms, we identified in the daily life of the research schools, actions that pervade the formulation and implementation of small projects, fairs, recreational, interdisciplinary and environmental activities, as well as construction and monitoring of the PPP and active participation in the class and school councils that correspond in fact to the posture of evidence of the art of contouring by school actors, especially teachers. For right, this study based on the investigation of the reality of the public school pointed out small initiatives based on the strategic forms of school management that are indicators of what we call the art of circumventing, since there is a commitment of the school community with the real development of student learning, in addition to the growth of educational quality indicators, when they appropriate pedagogical strategies in defense of their territory. | en |
