ACCOUNTABILITY POLICIES AND TEACHER ILLNESS IN BRAZILIAN PUBLIC SCHOOLS: BETWEEN METRICS AND EXHAUSTION

Abstract

The study examines how accountability policies have shaped the emotional health of teachers working in Brazilian public schools, considering structural changes that have redefined teaching in recent decades. The analysis relies on the contributions of Ball (2004), Hypólito (2011), Oliveira (2015), Tardif (2014) and Dubet (2015), whose works demonstrate that external assessments, numerical targets and mechanisms of permanent exposure have influenced pedagogical decisions and altered daily school dynamics. Based on these contributions, the study identifies that the reduction of educational complexity to measurable indicators increases symbolic pressures and creates tensions related to autonomy, formative relationships and the broader meaning of teaching. The findings reveal that accountability can produce professional environments marked by isolation, insecurity and excessive demands, contributing to emotional strain among teachers. The study concludes that revising these policies is essential to ensure more balanced working conditions and to support educational practices committed to humanization and social justice.