State system of participatory evaluation: Panorama of scientific production
This article aims to contribute to the preservation of the memory of a recent policy of institutional evaluation of basic education, in the state school system of Rio Grande do Sul, whose differential lies in the participatory aspect of politics. Abstracts of scientific productions from 2012 to 2017...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Universidade Federal do Piauí (UFPI) |
| Repository: | Linguagens, Educação e Sociedade (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:periodicos.ufpi.br:article/2886 |
| Online Access: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2886 |
| Access Level: | Open access |
| Keyword: | Avaliação Institucional Avaliação Participativa Educação Básica Sistema Estadual de Avaliação Participativa Evaluación Institucional Evaluación participativa Educación básica Sistema Estatal de Evaluación Participativa Institutional Evaluation Participatory Assessment Basic Education State Participatory Assessment System |
| Summary: | This article aims to contribute to the preservation of the memory of a recent policy of institutional evaluation of basic education, in the state school system of Rio Grande do Sul, whose differential lies in the participatory aspect of politics. Abstracts of scientific productions from 2012 to 2017 were analyzed. The survey of the productions was carried out in the Catalogue of Theses and Dissertations of Capes; Digital Library of Theses and Dissertations of the Brazilian Institute of Information in Science and Technology (IBICT -BDTD); Capes/MEC Journal Portal (Coordination for the Improvement of Higher Education Personnel / Ministry of Education); digital repositories of public universities in Rio Grande doSul and electronic means of events that occurred in the period. The productions were organized into two groups, including academic productions and publications in journals. The analyses were performed according to the previously defined thematic categories: object of study or focus of interest, methodology adopted, theoretical-conceptual sources most used and the implications of the results, gains and learning of the policy. Among the findings are the limitations in the implementation of the policy, such as: accumulation of activities of the subjects involved, time needed to perform the diagnosis, lack of assistance from thecoordinators to schools and centralization in the formulation of the policy. It was also possibleto identify advances in stimulating the participation of the school community in the implementation of the policy. The analyses revealed that the theme is fertile ground for further studies on the evolution of politics and knowledge about institutional evaluation in basic education. |
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