Azevedo in his analysis for the presentation ‘Teacher Resilience in an Era of Risk’, draws on Critical Theory (Dale, Robertson, Ball, Beck, Bourdieu), as well as Koselleck's history of concepts to focus on the concept of benchmarking and its relationship with New Public Management (NPM). He argues that benchmarking has become a tool for NPM for the social field of Education. In relation to teaching, principles that can mitigate risks (resilience and creative resistance of teachers) are indispensable to preserve solidarity, humanism and knowledge sharing. The IDEB (Índice de Desenvolvimento da Educação Básica) in Brazil is similar to the OECD Program for International Student Assessment (PISA) and serves as indicator to evaluate teaching based on the performance of students. This kind of student performance indicator has served to classify the students themselves, to hold teachers accountable (with consequent distributions of awards and punishments), to rank school establishments and their countries, and to model supposed manuals of good practice. Thus, evaluations that generate indicators (IDEB, PISA, SABER) enable educational benchmarking to regulate education through indicators and manuals of good practices. Benchmarking assessment programmes (comparisons and good practices) are typical of a time of risks to teacher autonomy, because they can generate teacher accountability, commercialism and commodification of education, including through digital platforms integrated with physical didactic materials. In Brazil governance based on benchmarking have become central to public educational policies, including in the new National Education Plan – PNE (2014-2024).

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