Avaliações externas na educação básica: um estudo na rede pública municipal de Santarém-PA
The constant large-scale external evaluations in basic education and the dissemination of their results have translated into pressures on the school 14mportant, affecting the curriculum and teaching practices, while producing indicators that redirect 14mportante14 and help the executive sphere in th...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Oeste do Pará (UFOPA) |
| Repositorio: | Repositório Institucional da Universidade Federal do Oeste do Pará (UFOPA) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufopa.edu.br:123456789/1674 |
| Acceso en línea: | https://repositorio.ufopa.edu.br/jspui/handle/123456789/1674 |
| Access Level: | acceso abierto |
| Palabra clave: | Políticas Educacionais Estado Avaliador Avaliações Externas de Larga Escala Indicadores Educação Básica CNPQ::CIÊNCIAS HUMANAS Políticas Públicas e Estratégias do Desenvolvimento Regional |
| Sumario: | The constant large-scale external evaluations in basic education and the dissemination of their results have translated into pressures on the school 14mportant, affecting the curriculum and teaching practices, while producing indicators that redirect 14mportante14 and help the executive sphere in the implementation of educational policies. In the municipality of Santarém, in the state of Pará, we know little about the implications that the indicators produced by external evaluations have on the policies conducted by the Municipal Department of Education (SEMED) and how they reach the schools. From this perspective, the 14mportan study aims to analyze and reflect on how schools in the municipal public network of the city of Santarém-PA appropriate the results of external evaluations of large-scale basic education. It is observed that the SAEB, following the neoliberal logic, allows the State to monitor education in order to meet established international standards, unduly stimulating the ranking among educational institutions, making education admit the 14mportan the market, in the sense of allowing 14mporta to assume the condition of consumers by choosing schools with better classifications. This is a study based on a quantitative and qualitative perspective, of descriptive and exploratory nature. The materials and methods approach consisted of 14mportante research and the application of questionnaires. Twenty-three municipal public schools participated in this research, through the application of questionnaires, consisting of principals, pedagogical coordinators, and teachers, totaling 72 participants. The answers to the questions in the questionnaire follow the Likert type, also known as school satisfaction, distributed in five points, as follows: Totally disagree; Partially disagree; Indifferent; Partially agree and Totally agree. With the data analysis we could identify several forms of appropriation of external evaluations in the school routine, one of them being the excessive use of simulations in order to provide na increase in results. The relationship between the school and SEMED, regarding the external evaluations, needs to change, since it is the department’s responsibility to coordinate, control, plan and execute the educational policy of the municipality. It was identified that the aid SEMED-PA makes available for schools is shallow and superficial, while some of the professionals surveyed pointed out the importance of having a wider dissemination and aid. Thus, by deepening the debate and the knowledge of what happens at school, 15mpo receiving the results of SAEB, we verify that na evaluation policy goes far beyond the performance of tests, data analysis and dissemination of the results. We realize that the molds that establish the implementation of such evaluations do not encourage the participation of managers and the school 15mportant, deviating from its initial speech, which was to be a partner evaluation of educational planning, however, the way it has been implemented makes it na 15mportante15 f centralizing regulation. The objectives of this research were achieved, and it 15mporta 15mportante to emphasize the importance of making the results available to the schools involved in this research, in order to promote the approximation of the research carried out at the University with the school environment. |
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