From teacher education to subordination

teachers conceptions in the São Paulo State Public School System

Abstract

In the light of Critical Pedagogy, this article analyzes the normative trajectory of the temporary hiring of teachers in the São Paulo state network, with emphasis on SEDUC Resolution No. 44/2024, SEDUC Resolution No. 83/2025, which institutes the Performance Assessment, and the changes promoted by SEDUC Resolutions No. 8/2026 and No. 19/2026. The following problematization is posed: which teacher model informs the implementation of Performance Evaluation? The objective is to understand which conception of teacher is legitimized by the official discourse of the São Paulo state network, as well as to identify the pedagogical implications of this standardization for the teaching work. It is documentary research, with a qualitative approach and exploratory character, developed through Content Analysis. The results indicate the predominance of a technical conception of teaching, expressed in the centrality of measurement, classification, performance monitoring and functional accountability. Secondarily, traces of a traditional conception appear, especially in the valorization of the authority of school management over the permanence of the teacher. The reflective conception, on the other hand, appears only in a residual way. It is concluded that the analyzed policy goes beyond the administrative scope and produces pedagogical and political effects by legitimizing an operative, manageable teaching that is subject to control mechanisms, to the detriment of a critical, autonomous praxis committed to human formation.