O Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) e suas implicações no contexto de uma escola estadual no município de Osvaldo Cruz/SP
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Data
2014-08-28
Autores
Jesus, Jucirley Cardoso de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo, vinculado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP, campus de Presidente Prudente, surgiu das vivências que tivemos na escola, enquanto professora, dos movimentos e discursos que permeavam o Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP), vivências essas que nos levaram a questionar sobre como os sistemas de avaliação externa em larga escala estão sendo apropriados pelas escolas e quais implicações estão trazendo para o contexto escolar. O objetivo foi investigar e analisar quais as implicações do SARESP no contexto de uma escola estadual no município de Osvaldo Cruz/SP. Para isso, tivemos três eixos norteadores que emergiram dos objetivos específicos da pesquisa, sendo eles: a concepção dos gestores e dos professores e a concepção da política educacional do governo paulista sobre o SARESP; as relações entre o SARESP e o trabalho pedagógico, considerando os usos que a equipe escolar faz dos resultados dessa avaliação; e as relações do SARESP e seus resultados com a formação contínua dos gestores e dos professores. O referencial teórico selecionado abordou estudos sobre o movimento de expansão do ensino fundamental e médio no contexto do processo de universalização do ensino público; sobre a origem, os pressupostos e as implicações das políticas nacional e estadual (São Paulo) de avaliação externa em larga escala no contexto das reformas em curso na América latina; sobre a temática da qualidade educacional que permeia os sistemas de avaliação externa em larga escala; e sobre a relação entre desempenho de alunos em testes e formação contínua de professores...
The present study related to the research line Public Politics, School Organisation and Teacher Training of the Post-Graduate Education Program, College of Science and Technology, UNESP, Presidente Prudente campus, emerged from the experiences we had in school, as a teacher, from the movements and discourses that permeated the Evaluation System of School Performance of the State of São Paulo (SARESP), these experiences that led us to question how external assessment systems on a large scale are being appropriated by schools and which implications are bringing to school context. The objective was to investigate and analyze the implications of SARESP in the context of a public school in the city of Osvaldo Cruz/SP. For this, we had three guiding principles that emerged from the specific objectives of the research, namely: the conception of the school team and teachers and the conception of the educational politics of the paulist government about the SARESP; the relations between SARESP and pedagogical work, considering the uses that the school team makes with the results of this evaluation; and the relations of SARESP and their results with the continuous training of managers and teachers. The selected theoretical reference discussed studies on the movement of expansion of primary and secondary process in the context of universal public education; about the origin,the assumptions and implications of national and state politics (Sao Paulo) of external evaluation on a large scale in the context of ongoing reforms in Latin America; about the thematic of educational quality that permeates the external evaluation systems on a large scale; and on the relationship between student performance on tests and continuous training of teachers...
The present study related to the research line Public Politics, School Organisation and Teacher Training of the Post-Graduate Education Program, College of Science and Technology, UNESP, Presidente Prudente campus, emerged from the experiences we had in school, as a teacher, from the movements and discourses that permeated the Evaluation System of School Performance of the State of São Paulo (SARESP), these experiences that led us to question how external assessment systems on a large scale are being appropriated by schools and which implications are bringing to school context. The objective was to investigate and analyze the implications of SARESP in the context of a public school in the city of Osvaldo Cruz/SP. For this, we had three guiding principles that emerged from the specific objectives of the research, namely: the conception of the school team and teachers and the conception of the educational politics of the paulist government about the SARESP; the relations between SARESP and pedagogical work, considering the uses that the school team makes with the results of this evaluation; and the relations of SARESP and their results with the continuous training of managers and teachers. The selected theoretical reference discussed studies on the movement of expansion of primary and secondary process in the context of universal public education; about the origin,the assumptions and implications of national and state politics (Sao Paulo) of external evaluation on a large scale in the context of ongoing reforms in Latin America; about the thematic of educational quality that permeates the external evaluation systems on a large scale; and on the relationship between student performance on tests and continuous training of teachers...
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Palavras-chave
Educação, Avaliação educacional, Educação e Estado, Professores - Formação, Formação profissional, Education
Como citar
JESUS, Jucirley Cardoso de. O Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) e suas implicações no contexto de uma escola estadual no município de Osvaldo Cruz/SP. 2014. 171 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências e Tecnologia, 2014.