Política pública e avaliação: o Saresp e seus impactos na prática profissional docente
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Data
2011-12-13
Autores
Pinto, Márcio Alexandre Ravagnani [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho buscou desvelar os impactos do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP) na prática profissional docente sob o ponto de vista do professor. Seu recorte se reduz ao papel assumido pelo Saresp na Nova Agenda da Política Educacional Paulista no período que compreende os anos de 2007 a 2010. A delimitação do universo estudado se resume aos professores das disciplinas de Língua Portuguesa e de Matemática de uma das escolas da rede pública estadual de ensino. Por se tratar de uma pesquisa qualitativa, utilizamos de variadas técnicas para obtenção dos dados: questionários, entrevistas semiestruturadas e observação. O método para o tratamento dos dados se deu por meio da análise de conteúdo à luz do referencial teórico da Pedagogia Histórico Crítica. Além disso, nos valemos da teoria das representações sociais por se tratar de uma análise do ponto de vista dos próprios profissionais pesquisados. Nossas reflexões partem do exame da influência da doutrina neoliberal na formulação das políticas econômicas e sociais implantadas no Brasil e no estado de São Paulo a partir da década de 1990. Concomitantemente, relacionamos o caráter autoritário e conservador da sociedade brasileira e sua influência na política, o que facilitou o entendimento das condições favoráveis para a infiltração da doutrina neoliberal no espaço reservado aos formuladores das políticas públicas. Pautados nesses parâmetros, empreendemos nossa análise acerca da política educacional paulista nesse contexto onde buscamos a compreensão dos pressupostos da avaliação externa do Saresp. Ao final de nossas análises, nosso estudo revelou que o Saresp produz impactos na prática profissional docente...
This study aimed to reveal the impacts of the System Evaluation of Educational Achievement of São Paulo (SARESP) in teaching practice under the teacher's point of view. Its object is reduced to the role assumed by Saresp New Policy Agenda Educational Paulista for the period between the years 2007 to 2010. The delimitation of this study has as main target teachers of Portuguese Language and Mathematics at one school of public state educational system. As being a qualitative research, we‟ve used a variety of techniques to collect data: questionnaires, semi-structured interviews and observation. The method for the treatment of data was by content analysis under the theoretical framework of Critical Pedagogy History. In addition, we‟ve used the theory of social representations, because it is an analysis from the point of view of the professionals surveyed. Our reflections are based on the examination of the influence of neoliberal doctrine in the formulation of economic and social policies implemented in Brazil and Sao Paulo state since the 1990s. Concomitantly, we‟ve related the conservative and authoritarian character of Brazilian society and its influence in politics, which facilitated the understanding of the favorable conditions for the infiltration of neo-liberal doctrine in the space reserved for public policy makers. Lined in these parameters, we undertook our analysis on the educational policy in Sao Paulo where we seek to understand the context of the assumptions of external evaluation of Saresp. At the end of our analysis, our study revealed that Saresp produces impacts on professional teaching practice. The external evaluation as a mechanism of regulation and control of educational policy has been transforming the teacher and his job is more focused on achieving results in the external evaluation than... (Complete abstract click electronic access below)
This study aimed to reveal the impacts of the System Evaluation of Educational Achievement of São Paulo (SARESP) in teaching practice under the teacher's point of view. Its object is reduced to the role assumed by Saresp New Policy Agenda Educational Paulista for the period between the years 2007 to 2010. The delimitation of this study has as main target teachers of Portuguese Language and Mathematics at one school of public state educational system. As being a qualitative research, we‟ve used a variety of techniques to collect data: questionnaires, semi-structured interviews and observation. The method for the treatment of data was by content analysis under the theoretical framework of Critical Pedagogy History. In addition, we‟ve used the theory of social representations, because it is an analysis from the point of view of the professionals surveyed. Our reflections are based on the examination of the influence of neoliberal doctrine in the formulation of economic and social policies implemented in Brazil and Sao Paulo state since the 1990s. Concomitantly, we‟ve related the conservative and authoritarian character of Brazilian society and its influence in politics, which facilitated the understanding of the favorable conditions for the infiltration of neo-liberal doctrine in the space reserved for public policy makers. Lined in these parameters, we undertook our analysis on the educational policy in Sao Paulo where we seek to understand the context of the assumptions of external evaluation of Saresp. At the end of our analysis, our study revealed that Saresp produces impacts on professional teaching practice. The external evaluation as a mechanism of regulation and control of educational policy has been transforming the teacher and his job is more focused on achieving results in the external evaluation than... (Complete abstract click electronic access below)
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Palavras-chave
Serviço social - Estudo e ensino, Politica e educação - São Paulo (Estado), Education - Brazil
Como citar
PINTO, Márcio Alexandre Ravagnani. Política pública e avaliação: o Saresp e seus impactos na prática profissional docente. 2011. 167 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências Humanas e Sociais, 2011.