Gestão da escola pública municipal e utilização do IDEB: as "traduções" no contexto da prática
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Data
2016-02-25
Autores
Chirinéa, Andréia Melanda [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa, realizada junto ao Programa de Pós-graduação em Educação, na linha de políticas educacionais, gestão de sistema e organizações, trabalho e movimentos sociais, teve como objetivo investigar como o sistema municipal de ensino de Bauru assim como as escolas que contemplam o nível fundamental de educação do município, se apropriaram do resultado do Ideb para instituir ações no interior do ambiente escolar. Procurou-se, portanto, desvelar como estes resultados subsidiaram a formulação e a implementação de políticas educacionais no contexto do sistema e das unidades escolares investigadas. Ideb se configura como um indutor de políticas e ações educacionais e como indicador estratégico da atual política educacional brasileira, na medida em que se destaca como o grande termômetro da qualidade educacional, tendo como subsídio para o seu cálculo, dois fatores: desempenho dos estudantes nas avaliações externas, e as taxas de aprovação, evasão e reprovação. Além disso o índice ainda tem implicações nas políticas educacionais como currículo, gestão educacional e formação de professores. Tendo em vista as projeções de notas estabelecidas pelo Ideb, cuja série histórica se iniciou em 2005 e se estenderá até 2022 e, diante da necessidade de alcançar as metas estabelecidas pelo índice, escolas e sistemas de ensino utilizam o indicador para instituir ações que procuram evidenciar a promoção da qualidade, bem como o alcance das notas preconizadas e divulgadas pelo MEC/Inep, de modo que, em 2022, o índice brasileiro alcance a média seis, que é a nota mínima, em termos de qualidade educacional, recomendada pela Organização para a Cooperação do Desenvolvimento Econômico (OCDE). Considerando tal prerrogativa, este trabalho procurou pesquisar como o resultado do índice subsidia a formulação e a implementação de ações no micro contexto das unidades escolares, assim como entender como a gestão utiliza os resultados do Ideb para implementar ações e estratégias de melhoria da qualidade nos processos educativos. As análises foram pautadas na abordagem do ciclo de políticas, no intuito de evidenciar as políticas educacionais contemporâneas como um ciclo constituído pelos contextos de influência, contexto da produção de texto e finalmente pelo contexto da prática. Os dados demonstraram que no contexto da prática os gestores das escolas investigadas reinterpretam os dados gerados com o Ideb, bem como as políticas instituídas. A pesquisa também demonstrou que o Ideb, embora seja um instrumento significativo para a gestão das escolas e do sistema, não se constitui como o único referencial da qualidade das escolas investigadas, cujo foco está mais no processo do que no resultado. Finalmente os resultados produzidos com o Ideb são utilizados para implementar ações que visam ao alcance das notas dos anos subsequentes, atendendo as prerrogativas legais estabelecidas pelo Plano de Desenvolvimento da Educação e pelo Plano de Metas Compromisso Todos pela Educação.
This research, along with the Post Graduation Program in Education, in lines of educational policies, system management and organizations, labor and social movements, aimed to investigate Bauru municipal educational system as well as schools that address the fundamental level of municipal education that apply the result of the Basic Education Development Index (Ideb) to institute actions within the school environment. It sought, therefore to uncover how these results subsidize the formulation and implementation of educational policies at the micro system context and school units that were investigated. Ideb is configured as an inducer of educational policies, actions and as a strategic indicator of current Brazilian educational policy, in that it stands as the great barometer of educational quality, taking as input for its calculation, two factors: performance of students in external evaluations and the approval rates, dropout and failure. In addition, the index also has implications for educational policy and curriculum, educational administration and teacher training. Given the projections of grades established by the Ideb, which historical series began in 2005 continuing until 2022 and given the need to achieve the goals set by the index, schools and school systems use the indicator to apply actions seeking to improve the promotion for quality as well as the scope of the intended grades published by the Ministry of Education (MEC) / National Institute for Educational Studies and Research (INEP), so that, in 2022, the Brazilian index reaches the average of six, which is the minimum score in terms of educational quality, recommended by the Organisation for Economic Co-operation and Development (OECD). Considering these prerogatives, this paper sought to explore how the index result subsidizes the formulation and implementation of actions in the micro context of school units, as well as understand how management uses the Ideb results to implement actions and quality improvement strategies in the processes education. The analyzes were guided in the approach of the policy cycle with a view to highlight the contemporary educational policies as a cycle represented from the influence of context , production context and finally the context of practice. The data showed that in the context of practice the managers of the schools investigated reinterpret the data generated with the Ideb, as well as the established policies. The research also demonstrated that although IDEB is a meaningful instrument in managing schools and educational systems, is not constituted as a unique referential of quality from the investigated schools, which focus is more in the process than in the result. Finally, the results found with Ideb is used to implement actions that view the reach of grades in the following years, according to legal prerogatives established by the Educational Development Plan and the Target Plan All for Education Commitment.
This research, along with the Post Graduation Program in Education, in lines of educational policies, system management and organizations, labor and social movements, aimed to investigate Bauru municipal educational system as well as schools that address the fundamental level of municipal education that apply the result of the Basic Education Development Index (Ideb) to institute actions within the school environment. It sought, therefore to uncover how these results subsidize the formulation and implementation of educational policies at the micro system context and school units that were investigated. Ideb is configured as an inducer of educational policies, actions and as a strategic indicator of current Brazilian educational policy, in that it stands as the great barometer of educational quality, taking as input for its calculation, two factors: performance of students in external evaluations and the approval rates, dropout and failure. In addition, the index also has implications for educational policy and curriculum, educational administration and teacher training. Given the projections of grades established by the Ideb, which historical series began in 2005 continuing until 2022 and given the need to achieve the goals set by the index, schools and school systems use the indicator to apply actions seeking to improve the promotion for quality as well as the scope of the intended grades published by the Ministry of Education (MEC) / National Institute for Educational Studies and Research (INEP), so that, in 2022, the Brazilian index reaches the average of six, which is the minimum score in terms of educational quality, recommended by the Organisation for Economic Co-operation and Development (OECD). Considering these prerogatives, this paper sought to explore how the index result subsidizes the formulation and implementation of actions in the micro context of school units, as well as understand how management uses the Ideb results to implement actions and quality improvement strategies in the processes education. The analyzes were guided in the approach of the policy cycle with a view to highlight the contemporary educational policies as a cycle represented from the influence of context , production context and finally the context of practice. The data showed that in the context of practice the managers of the schools investigated reinterpret the data generated with the Ideb, as well as the established policies. The research also demonstrated that although IDEB is a meaningful instrument in managing schools and educational systems, is not constituted as a unique referential of quality from the investigated schools, which focus is more in the process than in the result. Finally, the results found with Ideb is used to implement actions that view the reach of grades in the following years, according to legal prerogatives established by the Educational Development Plan and the Target Plan All for Education Commitment.
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Palavras-chave
Gestão de escolas e sistemas, Políticas educacionais, IDEB, Ciclo de políticas, Schools management and systems, Educational policy, Cycle policies