SCritics and dialogues in the light of therelation school versus external evaluations

Página do item simplificado
dc.contributor.authorAlves Araujo, Osmar Helio
dc.contributor.authorFurtado Ribeiro, Luis Tavora
dc.contributor.authorSantos Cruz, Jose Anderson [UNESP]
dc.contributor.institutionUniv Cidade Sao Paulo UNICID
dc.contributor.institutionUniv Fed Ceara
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-26T16:04:22Z
dc.date.available2018-11-26T16:04:22Z
dc.date.issued2018-04-01
dc.description.abstractThis essay highlights that the external evaluations affect the autonomy of the schools and teachers in relation to the organization of the pedagogical work, even though the LDB assures the pedagogical autonomy regarding the organization of its practices based on its local needs and reality. In this sense, it is sought in this work to rely on studies and research that evidence the evaluation as against the regulation of the public school; Evaluation versus standardization / homogenization of contents and school curricula as a quality parameter; knowledge-regulation instead of knowledge-emancipation, as well as schools that associate rewards or punishment versus the results of external evaluations. Finally, it reiterates the need for managers, pedagogical coordinators and teachers to realize that it is necessary to strengthen their professional autonomy, the continued teacher training, the pedagogical organization of the school and, consequently, that this is reflected in the students' learning and, above all, in the (re) construction of the school.en
dc.description.affiliationUniv Cidade Sao Paulo UNICID, Supervisao & Orientacao Educ, Sao Paulo, Brazil
dc.description.affiliationUniv Fed Ceara, Fac Educ, Fortaleza, Ceara, Brazil
dc.description.affiliationUNESP, Fac Ciencias & Letras FCLAr, Araraquara, SP, Brazil
dc.description.affiliationUnespUNESP, Fac Ciencias & Letras FCLAr, Araraquara, SP, Brazil
dc.format.extent201-212
dc.identifierhttp://dx.doi.org/10.20952/revtee.v11i25.6895
dc.identifier.citationRevista Tempos E Espacos Educacao. Sergipe: Univ Federal Sergipe, v. 11, n. 25, p. 201-212, 2018.
dc.identifier.doi10.20952/revtee.v11i25.6895
dc.identifier.issn1983-6597
dc.identifier.urihttp://hdl.handle.net/11449/160406
dc.identifier.wosWOS:000437523400015
dc.language.isopor
dc.publisherUniv Federal Sergipe
dc.relation.ispartofRevista Tempos E Espacos Educacao
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectCritics and dialogue
dc.subjectSchool
dc.subjectExternal Evaluation
dc.subjectPedagogical Aytonomy
dc.titleSCritics and dialogues in the light of therelation school versus external evaluationsen
dc.typeArtigo
dcterms.rightsHolderUniv Federal Sergipe

Arquivos

Coleções

Artigos