TEACHER PERFORMATIVITY IN EDUCATIONAL POLICIES: AN ANALYSIS OF THE EDUCAR PRA VALER PROGRAM

This article analyzes how different teacher employment relationships influence performativity and the constitution of professional subjectivity within the context of public schools, with a focus on the municipality of Vitória da Conquista. Grounded in the contributions of Stephen J. Ball, Jean-François Lyotard, Hannah Arendt, and Michel Foucault, the study discusses the effects of neoliberal educational policies, especially regarding the precarization of teaching work and the centrality of external assessments. The research adopts a qualitative approach, using documentary analysis and interviews with teachers from the municipal school system. The results show that the coexistence of permanent and temporary contracts produces structural inequalities, affecting pedagogical practices, teacher autonomy, and professional relationships. In addition, the presence of the Educar Pra Valer Program reinforces a culture of performativity guided by goals and results, placing teaching practice under tension between conformity and resistance. It is concluded that performative logic contributes to work intensification and the reduction of teacher autonomy, making it necessary to rethink educational policies from a more democratic and contextualized perspective.