Meritocracy, accountability and resistance: neoliberal rationalities in public education in the state of Rio de Janeiro (2007 to 2016)

Abstract

This article analyzes the incorporation of meritocracy and accountability principles into educational policies in the State of Rio de Janeiro between 2007 and 2016, within the framework of the neoliberal state reform project. Based on a bibliographic review combined with documentary analysis of educational legislation and state public policies, the study examines the implementation of external assessment systems, particularly SAERJ, and their relationship with the Minimum Curriculum and mechanisms for controlling teachers’ work. Adopting a historical and political approach, the article argues that these policies reshaped the meaning of educational quality by shifting the focus from the right to education to the achievement of targets, indicators, and measurable results. The findings highlight the impacts of accountability and assessment policies on curriculum organization, teachers’ autonomy, and pedagogical practices. Finally, the article discusses resistance processes led by teachers and students, especially during the strikes and school occupations in 2016, reaffirming public education as a field of political and social dispute.