Avaliações externas e em larga escala nas redes de educação básica dos Estados brasileiros
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2016-02-04
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Universidade Estadual Paulista (Unesp)
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A presente tese, desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia/Universidade Estadual Paulista, encontra-se vinculada a linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública”, teve como objeto de análise as avaliações externas e em larga escala das redes estaduais de educação básica. O cenário contemporâneo, marcadamente nas três últimas décadas, esteve pontuado por reformas estruturantes dos Estados Nacionais, acompanhadas ou inspiradas, sobretudo, por uma concepção neoliberal que coaduna a redução de seu tamanho. No campo educacional, essas reformas se deram de forma paradoxal. A atuação dos Estados Nacionais foi caracterizada pelo aumento do controle centralizado sobre questões fundamentais e estruturantes e descentralização da execução das políticas para as escolas ou instâncias administrativas intermediárias, o que exigiu a criação de novos mecanismos para cumprir essas tarefas. Consideramos a avaliação externa e em larga escala como um dos eixos centrais desse processo e propomos, nesta investigação, analisar como se apresentam as políticas de avaliação nos diversos estados brasileiros, identificando as tendências e as singularidades de aspectos variados dessas avaliações, passando pelo questionamento sobre o nível de influência dos partidos políticos e suas plataformas nesses processos, para adentrar em seus elementos internos e chegando até os usos dos resultados. A pesquisa tem por objetivo analisar as propostas de avaliação externa e em larga escala nos estados brasileiros, mapeando suas principais características, elementos estruturantes e propostas de usos/consequências de seus resultados para definição de políticas públicas, analisando as principais tendências e as singularidades, tendo como referencial metodológico uma abordagem qualitativa, é de natureza descritiva analítica. Tem como instrumentos e procedimentos de coleta de dados: a pesquisa bibliográfica e a pesquisa documental. A análise dos dados será feita a partir do referencial teórico adotado, a partir da elaboração de categorias de análise abrangendo as características das avaliações que serão classificadas dentro de um sistema explicativo mais amplo. Como recorte temporal, situamos a investigação no período que compreende os três últimos governos estaduais eleitos, situados entre 2003 a 2014. Esse recorte justifica-se por buscar captar as tendências nacionais em relação às avaliações estaduais, diante das transformações do Sistema de Avaliação da Educação Básica (SAEB) e a criação do Índice de Desenvolvimento da Educação Básica (IDEB). Identificamos, entre outras questões, a pequena relação entre os partidos no poder e a criação das avaliações próprias, demonstrando que as mesmas se configuram como tendência incorporada às políticas públicas educacionais, com tendência crescente de vinculação de seus resultados à premiação das escolas e bonificação de seus funcionários.
This thesis, developed in the Post-Graduation in Education Program of the Faculty of Science and Technology/Universidade Estadual Paulista, is linked to the line of research "Training of Education Professionals, Educational Policies and Public School". It had as its object of analysis the external and on large-scale evaluations of basic education state networks. The contemporary scene, markedly in the last three decades, have been punctuated by structural reforms of nations, accompanied or inspired, above all, by a neoliberal conception that defends the reduction of the size of government. In the educational field, these reforms have ocurred paradoxically. The role of government was characterized by increased centralized control over fundamental and structural issues and decentralization of policy implementation for schools or intermediate administrative instances, which required the creation of new mechanisms to fulfill these tasks. We consider the external and on a large scale evaluation as a central tenet of this process and we propose in this study to analyze the policies of evaluation in all Brazilian states, identifying trends and singularities of various aspects thereof, through the questioning of the level the influence of political parties and their platforms in these proceedings, to enter into its internal elements and reaching the uses of the results. The research aims to examine the proposals for external and on a large scale evaluation in the Brazilian states, mapping its main features, structural elements and proposed uses/consequences of its results for the definition of public policies, analyzing key trends and singularities, and as a methodological reference it has a qualitative approach and it is analytical descriptive. Its instruments and data collection procedures are: a literature search and information retrieval. Data analysis will be made from the theoretical framework adopted, from the elaboration of categories of analysis covering the characteristics of evaluations which will be placed within a broader explanatory system. As time frame, we situate the research in the period that includes the last three elected state governments, situated between 2003 and 2014. This cut is justified by seeking to capture national trends regarding the state assessments, given the changes in the Education Evaluation System Basic (SAEB) and the creation of the Basic Education Development Index (IDEB). We identify, among other things, the small relationship between the ruling parties and the creation of own evaluations, showing that they are by their tendency incorporated into educational policies, with growing trend of linking their results to the award of schools and bonus its employees.
This thesis, developed in the Post-Graduation in Education Program of the Faculty of Science and Technology/Universidade Estadual Paulista, is linked to the line of research "Training of Education Professionals, Educational Policies and Public School". It had as its object of analysis the external and on large-scale evaluations of basic education state networks. The contemporary scene, markedly in the last three decades, have been punctuated by structural reforms of nations, accompanied or inspired, above all, by a neoliberal conception that defends the reduction of the size of government. In the educational field, these reforms have ocurred paradoxically. The role of government was characterized by increased centralized control over fundamental and structural issues and decentralization of policy implementation for schools or intermediate administrative instances, which required the creation of new mechanisms to fulfill these tasks. We consider the external and on a large scale evaluation as a central tenet of this process and we propose in this study to analyze the policies of evaluation in all Brazilian states, identifying trends and singularities of various aspects thereof, through the questioning of the level the influence of political parties and their platforms in these proceedings, to enter into its internal elements and reaching the uses of the results. The research aims to examine the proposals for external and on a large scale evaluation in the Brazilian states, mapping its main features, structural elements and proposed uses/consequences of its results for the definition of public policies, analyzing key trends and singularities, and as a methodological reference it has a qualitative approach and it is analytical descriptive. Its instruments and data collection procedures are: a literature search and information retrieval. Data analysis will be made from the theoretical framework adopted, from the elaboration of categories of analysis covering the characteristics of evaluations which will be placed within a broader explanatory system. As time frame, we situate the research in the period that includes the last three elected state governments, situated between 2003 and 2014. This cut is justified by seeking to capture national trends regarding the state assessments, given the changes in the Education Evaluation System Basic (SAEB) and the creation of the Basic Education Development Index (IDEB). We identify, among other things, the small relationship between the ruling parties and the creation of own evaluations, showing that they are by their tendency incorporated into educational policies, with growing trend of linking their results to the award of schools and bonus its employees.
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Políticas Públicas Educacionais, Avaliação da educação básica, Avaliação externa, Avaliação em larga escala, Educational Public Policy, Basic education evaluation, Large scale, Evaluation, External evaluation