Historical path of Saresp and the pedagogic work implications in the classroom
This study aims to identify the implementation path of the Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo [School Performance Evaluation System of the State of São Paulo] (Saresp) and to analyze the possible repercussions to guide the organization of the pedagogic work. The method...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | Brasil |
| Recursos: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Estudos em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/3006 |
| Acesso em linha: | https://publicacoes.fcc.org.br/eae/article/view/3006 |
| Access Level: | acceso abierto |
| Palavra-chave: | External evaluation Large-scale evaluation Saresp Didatic work Evaluación externa Evaluación en larga escala Trabajo didáctico Avaliação externa Avaliação em larga escala Trabalho didático |
| Resumo: | This study aims to identify the implementation path of the Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo [School Performance Evaluation System of the State of São Paulo] (Saresp) and to analyze the possible repercussions to guide the organization of the pedagogic work. The methodology used was bibliographical and documentary research. As a result, we have identified the following implications and consequences for educational work in the classroom: use of Saresp as a criterion for approval (or not) at the end of school year; use as a model for the development of new evidence; completion of student training by teachers to carry out the evaluation; external evaluation being used as learning evaluation; guidance and control of the teaching profession; grade commercialization; strict focus on curriculum components; prescribed curriculum; regulation of the teaching profession and limitation of teacher autonomy in the classroom. |
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