Avaliação em larga escala: percepções, impactos e variáveis em duas escolas estaduais da 15ª CRE - RS

Abstract

This dissertation presents the research carried out within the theme of public educational policies, mainly of the large scale evaluation. The main objective was to know the effects of large scale evaluation policies in the daily life of state public schools in the city of Erechim - RS, considering the variables that interfere with their results. To give materiality to the study, two state public schools of the 15a CRE - Erechim - RS were chosen, one that reached the goals established by the MEC in the two stages of Elementary School and another that did not reach, in the measurement of 2015. The investigation had the character of a qualitative study, as a research method we chose a comparative case study of the selected schools. The data collection was carried out through collective interviews with the management team, an open questionnaire with teachers working in the years of the Prova Brasil (5th and 9th years), analysis of documents and databases of Inep / MEC. The theoretical-methodological contribution of the study includes authors such as Libâneo (2003, 2012, 2015), Werle (2010, 2011), Hoffmann (2008), Bauer (2003) and Freitas (2009). In order to know what is being researched in this area, a bibliographic review was carried out at ANPED and SciELO, from 2007 to 2016. The studies carried out in the research reveal that educational evaluation policies, now established in the Brazilian State, are permeated by a neoliberal character, in which quality refers to the results and not to the educational process in its totality. Based on only two variables, flow and performance, Ideb ends up not considering other aspects that may interfere in the results achieved by the schools in these assessments, such as the social, cultural and economic context of the students, as well as the place where the school is inserted , the working conditions of teachers, the infrastructure, among others, in this way not portraying the school reality and the work done in schools. This study does not deny the importance of large-scale evaluations, provided they are used in a diagnostic way, not only for the establishment of rankings, making the school and teachers responsible for the results achieved. For pedagogical use of the results it is necessary to have a greater understanding on the part of managers and teachers about such evaluations and their objectives, considering their use as a tool to improve the quality of education. At the end of this study, I offer as a product to the institutions a Training Project, which aims to ease the difficulties encountered during the research in relation to the large scale evaluation.