Ressignificando a gestão escolar democrática: um novo olhar da Prova Paraná na escola pública

Abstract

This dissertation proposes an analysis of the Paraná Test in the context of Basic Education. The central objective of the research is to identify and analyze some practices of democratic management in schools of the state education network in the municipality of Quedas do Iguaçu, triggered from the Paraná Test, determinants for the construction of educational management. The specific objectives are: a) to develop a theoretical and conceptual approach to school management, democratic management and the evaluation of the Prova Paraná, contributing to the reflective and epistemological development of the theme; b) to identify and analyze some practices of democratic management in urban and rural schools in the final years (6th to 9th grade) of the state education system of the city of Quedas do Iguaçu from the Prova Paraná, understanding the limits of school management from the perspective of educational practice. The central concepts in this research were treated based on the following authors: BROOK (2006), RAVITCH (1997), BONAMINO (2012), FERNANDES (2007), NETO (2014), AFONSO (2009), FREITAS (2012), which contributed to the theoretical and scientific discussion. The research conducted uses a qualitative approach and as a method semi-structured interview with school managers. It is evident that the research will provide constitutive elements to understand the census evaluations "Prova Paraná" and its influence on the construction of Educational Management. The analysis of the produced data was made through content analysis according to Bardin (2016). From the analyzed data it was possible to identify that the State of Paraná has always been present participating in the implementations and changes of educational policies that have occurred over time following the dynamics in the construction of Brazilian census assessments. From these results, it is noticeable the construction of an evaluating State, centered on the pillars of a management of results, clearly demonstrated by the Prova Paraná and Prova Mais Paraná, the former being the object of this research and analysis. The school management is constituted as an organization practice of the evaluations, going through the various school instances, pedagogical coordination and teachers implying the curricular articulation of the evaluation contents. It is concluded, therefore, that the "Prova Paraná" fulfills the role of building an evaluative culture in the educational environment, regardless of the level of participation or representativeness of the school community, setting permanently for the construction of a culture focused on accountability policies in what corresponds to the construction of census analysis for building results in the educational system.