Overview

After a long period in which performance evaluation was viewed as a mere formality, a law was passed in 2007 based on improving school results and the quality of learning, as well as providing guidance for the personal and professional development of teachers. This shook schools violently, causing shock waves that would eventually reverberate within the government itself. Its judicial nature and summative aspect overshadowed the other components, generating unease that led to resistance and scepticism associated with a fear of innovation and change. The introduction of merit and quality, consequently related to issues of selection or differentiation, were not understood as goals that would dignify the profession and lead to teacher motivation. Certain that evaluation as a social practice is not free from tensions and differing views, it is possible to build a path by smoothing out obstacles, eliminating resistance, promoting self-esteem, training competent evaluators, and instilling its necessity as a factor for continuous improvement.

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