Orientações sobre o uso dos resultados do SARESP: uma análise de conteúdo
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Data
2021-06-25
Autores
Dib, Aline Michelle
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As avaliações externas proporcionaram uma crescente disponibilidade de dados estatísticos na área da educação que, se bem explorados, podem contribuir numa perspectiva formativa capaz de intensificar a relação de ensino-aprendizagem com a gestão e a avaliação da educação. No entanto, tornou-se um fato que a melhoria do ensino brasileiro se apresenta, muitas vezes, atrelada à busca constante de indicadores positivos que sustentem os objetivos governamentais, que acabam se abstendo das prioridades pedagógicas na ação avaliativa. Nesse sentido, o presente trabalho se comprometeu adentrar na conjuntura de avaliação proposta pelo Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (Saresp), buscando apreender as contribuições dos resultados da avaliação paulista para a promoção de um trabalho pedagógico que procure suprir as deficiências de aprendizagem reveladas pela avaliação, à luz da matriz de referência. A pesquisa, de caráter documental, teve seus dados tratados por meio de análise de conteúdo e contou com registros de orientações fornecidos pela Secretaria de Educação do Estado de São Paulo (Seduc-SP) a respeito do uso dos resultados do Saresp, e principalmente do uso de sua matriz de referência, para apoiar o processo de ensino-aprendizagem. Mais especificamente, analisamos documentos referentes a uma formação repassada aos profissionais da educação tendo como apoio o software NVivo para a sistematização dos dados. Com os resultados foi possível mapear que existem orientações, e ir ainda mais além, gerando constatações sobre o que, especificamente, foi orientado, com que frequência, intensidade e silêncios deixados no discurso. Em suma, as orientações demonstraram uma postura intencional em frisar o uso dos dados para melhoria de aspectos quantitativos, em especial, o Índice de Desenvolvimento da Educação do Estado de São Paulo (Idesp). Em muitas das vezes, essa postura apareceu de forma direta, mas também evidenciamos indícios que estavam sobrepostos indiretamente nos documentos. Com isso, a pesquisa corroborou que, das diversas dimensões que o Saresp tem, estão se sobressaindo a dimensão técnica, política e de gerenciamento de dados, enquanto sua perspectiva avaliadora e formativa vem sendo atenuada.
External evaluations brought a growing availability of statistical data in the educational area that, if well explored, can contribute in a formative perspective able to intensify the link between teaching and learning with the management and the evaluation of education. However, it’s a fact that the improvement of Brazilian education presents, most of the time, attached to a constant search of positive indicators that sustain government objectives, which end up abstaining pedagogical priorities in evaluation action. In this way, the present work is committed to explore the conjuncture of the evaluation proposed by the Evaluation System of Scholar Performance of São Paulo State (SARESP in Portuguese), looking for apprehend contributions of the results of the evaluation of Sao Paulo to promote a pedagogical work that looks forward to supply learning deficiencies revealed by evaluation, in the light of a reference matrix. The research, done to a documentary finish, had its data treated through a content analysis and counted on registers of orientations provided by the Sao Paulo State Secretary of Education (Seduc - SP in Portuguese) about the use of the results of Saresp, and mainly about the use of its reference matrix, to support the process of teaching-learning. More specifically, we analysed documents referred to a formation passed on to the professionals of education using the software NVivo to the systematization of data. With the results, it was possible to map that there are orientations, and to go even farther, generating constatations about what, specifically, was oriented, how often, how intense and the silences left on the speech. In short, the orientations showed an intentional stance of stressing the use of data to improve quantitative aspects, in special, the Educational Development Index of the State of Sao Paulo (Idesp in Portuguese). In many times, this stance appeared in a direct form, but we also highlighted clues that were overlaid indirectly in the documents. With that, the research corroborated that, from many dimensions that Saresp has, the ones that are standing out are the technical dimension, the political dimension and data management, while its evaluative and formative perspective has been attenuated.
External evaluations brought a growing availability of statistical data in the educational area that, if well explored, can contribute in a formative perspective able to intensify the link between teaching and learning with the management and the evaluation of education. However, it’s a fact that the improvement of Brazilian education presents, most of the time, attached to a constant search of positive indicators that sustain government objectives, which end up abstaining pedagogical priorities in evaluation action. In this way, the present work is committed to explore the conjuncture of the evaluation proposed by the Evaluation System of Scholar Performance of São Paulo State (SARESP in Portuguese), looking for apprehend contributions of the results of the evaluation of Sao Paulo to promote a pedagogical work that looks forward to supply learning deficiencies revealed by evaluation, in the light of a reference matrix. The research, done to a documentary finish, had its data treated through a content analysis and counted on registers of orientations provided by the Sao Paulo State Secretary of Education (Seduc - SP in Portuguese) about the use of the results of Saresp, and mainly about the use of its reference matrix, to support the process of teaching-learning. More specifically, we analysed documents referred to a formation passed on to the professionals of education using the software NVivo to the systematization of data. With the results, it was possible to map that there are orientations, and to go even farther, generating constatations about what, specifically, was oriented, how often, how intense and the silences left on the speech. In short, the orientations showed an intentional stance of stressing the use of data to improve quantitative aspects, in special, the Educational Development Index of the State of Sao Paulo (Idesp in Portuguese). In many times, this stance appeared in a direct form, but we also highlighted clues that were overlaid indirectly in the documents. With that, the research corroborated that, from many dimensions that Saresp has, the ones that are standing out are the technical dimension, the political dimension and data management, while its evaluative and formative perspective has been attenuated.
Descrição
Palavras-chave
Avaliação externa, Saresp, Aprendizagem, Matriz de referência, External evaluation, Learning, Reference matrix