Políticas públicas de avaliação em larga escala, índice de desenvolvimento da educação básica e a organização da escola: limites e possibilidades
Data
2017-03-31
Autores
Rubini, Maria Ângela Oliveira de Sá [UNESP]
Título da Revista
ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho, vinculado à linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de Pós-Graduação em Educação na Faculdade de Ciências e Tecnologia da Universidade Estadual “Júlio de Mesquita Filho” (FCT/UNESP) campus de Presidente Prudente, tem como tema a avaliação em larga escala e suas implicações na organização escolar. O objetivo foi identificar e analisar os efeitos do IDEB na organização de uma escola da rede municipal de Presidente Prudente que atende as séries iniciais de ensino fundamental. Com o propósito de responder a esses questionamentos optamos pela pesquisa de abordagem qualitativa e como instrumento de coleta de dados a entrevista semiestruturada. Para a análise das políticas educacionais recorremos ao ciclo de políticas elaborado por Stephen Ball e seus colaboradores. Tal abordagem nos permite analisar criticamente as políticas inter-relacionando as dimensões global e local. Os sujeitos participantes do estudo foram: o Diretor, a Orientadora Pedagógica, uma professora de cada ano (1º, 2º, 3º e 4º) e duas professoras dos quintos anos da escola. Os resultados da pesquisa revelaram que a Prova Brasil e a divulgação dos resultados do IDEB influenciam na organização da escola, pois esse índice emerge no chão da escola como um direcionador do trabalho pedagógico, um referencial para a análise das competências e habilidades desenvolvidas com os alunos. Os sujeitos participantes anunciaram as avaliações externas como positivas e necessárias para o direcionamento do trabalho escolar, contudo, no decorrer da entrevista evidenciaram-se elementos favoráveis e elementos desfavoráveis relacionados às mesmas. Os dados revelaram que o IDEB também interfere na formação continuada dos profissionais da educação. O resultado do índice é subsídio para a organização dos estudos que fundamentam as práticas docentes; contudo, observamos uma ênfase nas áreas de língua portuguesa e matemática. Esse aspecto indica a necessidade de aprofundamento nos estudos sobre as origens das avaliações externas e do papel da escola pública para a melhoria da qualidade da educação básica.
This study, linked to the research area "Formation of Education Professionals, Educational Policies and Public School" from the Graduate Studies in Education Program at the Faculty of Science and Technology of "Júlio de Mesquita Filho" State University (FCT / UNESP) Presidente Prudente campus, has as subject the evaluation on a large scale and its implications for school organization. In order to answer these questions, qualitative research and semistructured interview were chosen as data collection tools. For the analysis of educational policies the policy cycle elaborated by Stephen Ball and his collaborators was used. Such an approach allows us to critically analyze policies interrelating the global and local dimensions. The subjects that participated in the study were: the Director, the Pedagogical Advisor, a teacher from each year (1st, 2nd, 3rd and 4th) and two teachers from the school's fifth grade. The results of the research revealed that "Prova Brasil" and the dissemination of IDEB results influence the organization of the school, because such index emerges from the school's daily life as a driver of the pedagogical work, a reference for analyzing the skills and abilities developed with the students. The collaborators announced the external evaluations as positive and necessary for guiding school work, however, during the interview they highlighted favorable and unfavorable elements related to such evaluations. The data revealed that IDEB also interferes with the continuous training of education professionals. The result of the index is a subsidy for the organization of studies which underlie teaching practices; however, an emphasis on the areas of Portuguese and Mathematics are noticed. This aspect indicates the need for further study in the origins of external evaluations and the role of public school in improving the quality of basic education.
This study, linked to the research area "Formation of Education Professionals, Educational Policies and Public School" from the Graduate Studies in Education Program at the Faculty of Science and Technology of "Júlio de Mesquita Filho" State University (FCT / UNESP) Presidente Prudente campus, has as subject the evaluation on a large scale and its implications for school organization. In order to answer these questions, qualitative research and semistructured interview were chosen as data collection tools. For the analysis of educational policies the policy cycle elaborated by Stephen Ball and his collaborators was used. Such an approach allows us to critically analyze policies interrelating the global and local dimensions. The subjects that participated in the study were: the Director, the Pedagogical Advisor, a teacher from each year (1st, 2nd, 3rd and 4th) and two teachers from the school's fifth grade. The results of the research revealed that "Prova Brasil" and the dissemination of IDEB results influence the organization of the school, because such index emerges from the school's daily life as a driver of the pedagogical work, a reference for analyzing the skills and abilities developed with the students. The collaborators announced the external evaluations as positive and necessary for guiding school work, however, during the interview they highlighted favorable and unfavorable elements related to such evaluations. The data revealed that IDEB also interferes with the continuous training of education professionals. The result of the index is a subsidy for the organization of studies which underlie teaching practices; however, an emphasis on the areas of Portuguese and Mathematics are noticed. This aspect indicates the need for further study in the origins of external evaluations and the role of public school in improving the quality of basic education.
Descrição
Palavras-chave
Educação, Avaliação em larga escala, IDEB, Education, Large-scale evaluation