Análise da política de avaliação nacional da alfabetização
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Data
2022-04-06
Autores
Malta, Maísa
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa tem como objetivo analisar a política de avaliação da alfabetização e o seu papel na orientação e reorientação das políticas educacionais brasileiras. O interesse pelo tema surgiu da necessidade de se ampliar os estudos referentes aos desdobramentos das políticas para alfabetização e sua avaliação. Para tanto se realizou pesquisa documental com análise cognitiva de um instrumento de avaliação externa: a Avaliação Nacional da Alfabetização (ANA), compreendendo sua concepção, realização e resultados. A fim de conhecer as pesquisas dedicadas ao tema e compor o panorama contextual da investigação, realizou-se revisão sistemática de literatura e pesquisa bibliográfica com análise e discussão de estudos recentes referentes à ANA, bem como acerca do histórico das políticas educacionais de alfabetização e avaliação educacional no Brasil. Como resultado a pesquisa apontou poucas investigações acerca da temática, os estudos encontrados revelaram predominância na perspectiva docente e de gestores escolares quanto a influência da ANA na prática docente. Ao longo das últimas décadas relata-se a presença de políticas de alfabetização de caráter regulatório e de monitoramento, dentre estas se enquadram políticas de metas e as avaliações externas, como a ANA. Tais ações caracterizam o modelo de Estado instaurado no Brasil sob influência de órgãos internacionais e política neoliberal. O cenário da alfabetização no Brasil evidencia avanços importantes no tocante ao acesso e permanência à escolaridade obrigatória das crianças do ciclo de alfabetização. Compreende-se pela análise que a implementação de uma avaliação com racionalidade instrumental de alfabetização, se mostra como a opção dos agentes públicos e que os resultados da ANA, bem como de seus indicadores, revelaram desempenho preocupante e dificuldades em se garantir a progressão das aprendizagens, aspecto fundamental para toda a educação básica. O estudo considera o não cumprimento do objetivo da ANA em subsidiar políticas de alfabetização a partir de seus dados, à medida que o país não possui uma política de Estado para alfabetização, as ações implementadas seguem interesses, intenções e decisões determinados pelo contexto político que se altera, difere ou diverge a cada mudança de governo.
The research aims to analyze the literacy assessment policy and its role in the orientation and reorientation of Brazilian educational policies. The interest in the subject arose from the necessity to expand the studies regarding the development of literacy policies and their evaluation. For that, a documental research was made with cognitive analysis of an external evaluation instrument: the National Literacy Assessment, understanding its conception, realization and results. In order to know the research dedicated to the topic and compose the contextual panorama of the investigation, took place systematic review of literature and bibliographic with analysis and discussion of recent studies related to the National Literacy Assessment, as well as the history of educational policies on literacy and educational assessment in Brazil. As a result the search pointed few investigations about the thematic, the studies found revealed a predominance in the perspective of teachers and school managers regarding the influence of National Literacy Assessment in teaching practice. Over the last few decades, reports of presence of literacy policies of character regulatory and of monitoring, among these if frame policies of goals and external evaluations, such as the National Literacy Assessment. Such actions characterize the State model established in Brazil under the influence in international bodies and neoliberal policy. The literacy scenery in brazil evidence advances important regarding access and stay at schooling mandatory for children in the literacy cycle. It is understood from the analysis that the implementation of an evaluation with rationality literacy instrument, is shown as the option of public agents and that the results of National Literacy Assessment , as well as its indicators, revealed performance worrying and difficulties in ensuring the progression of learning, a fundamental aspect for all basic education. The study considers the non-compliance of the National Literacy Assessment objective in subsidize policies of literacy from their data, as long as the country does not have a State policy for literacy, the actions implemented follow interests, intentions and decisions determined by the political context that change, differs or diverges with each change of government.
The research aims to analyze the literacy assessment policy and its role in the orientation and reorientation of Brazilian educational policies. The interest in the subject arose from the necessity to expand the studies regarding the development of literacy policies and their evaluation. For that, a documental research was made with cognitive analysis of an external evaluation instrument: the National Literacy Assessment, understanding its conception, realization and results. In order to know the research dedicated to the topic and compose the contextual panorama of the investigation, took place systematic review of literature and bibliographic with analysis and discussion of recent studies related to the National Literacy Assessment, as well as the history of educational policies on literacy and educational assessment in Brazil. As a result the search pointed few investigations about the thematic, the studies found revealed a predominance in the perspective of teachers and school managers regarding the influence of National Literacy Assessment in teaching practice. Over the last few decades, reports of presence of literacy policies of character regulatory and of monitoring, among these if frame policies of goals and external evaluations, such as the National Literacy Assessment. Such actions characterize the State model established in Brazil under the influence in international bodies and neoliberal policy. The literacy scenery in brazil evidence advances important regarding access and stay at schooling mandatory for children in the literacy cycle. It is understood from the analysis that the implementation of an evaluation with rationality literacy instrument, is shown as the option of public agents and that the results of National Literacy Assessment , as well as its indicators, revealed performance worrying and difficulties in ensuring the progression of learning, a fundamental aspect for all basic education. The study considers the non-compliance of the National Literacy Assessment objective in subsidize policies of literacy from their data, as long as the country does not have a State policy for literacy, the actions implemented follow interests, intentions and decisions determined by the political context that change, differs or diverges with each change of government.
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Palavras-chave
Avaliação externa, Alfabetização, Políticas educacionais, External evaluation, Literacy, Educational policies