Educational evaluation device of Ceará: the (in)visibility of students with disabilities

Detalhes bibliográficos
Autor(a) principal: Passone, Eric
Data de Publicação: 2019
Outros Autores: Araújo, Karlane Holanda
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/6824
Resumo: This article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education (Spaece).
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spelling Educational evaluation device of Ceará: the (in)visibility of students with disabilitiesDispositivo de evaluación educativa de Ceará: la (in)visibilidad de estudiantes discapacitadosDispositif d’évaluation de l’éducation au Ceará : l’(in)visibilité des étudiants en situation de handicapDispositivo de avaliação educacional do Ceará: a (in)visibilidade dos estudantes deficientesEducação EspecialAvaliação em Larga EscalaAccountabilityExclusão EscolarÉducation SpécialeÉvaluation à Grande ÉchelleResponsabilitéExclusion ScolaireEducación EspecialEvaluación a Gran EscalaRendición de CuentasExclusiónSpecial EducationLarge-Scale EvaluationAccountabilitySchool ExclusionThis article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education (Spaece).Este artículo aborda la paradoja de la inclusión escolar en la política de evaluación de la educación básica en el estado de Ceará, una unidad federativa que se destaca entre los sistemas educativos del estado en el país en términos de indicadores de competencia en educación primaria, aunque no exista dentro de su sistema un dispositivo normativo que deduzca del cálculo de la evaluación, el rendimiento de los estudiantes discapacitados, generando un estado de “exclusión interna” al sistema escolar. A partir del debate sobre las políticas de evaluación como mecanismo de gestión educativa en el contexto nacional y la observación de estudios que apuntan a la tendencia excluyente de la evaluación a gran escala en relación con la educación inclusiva, se aborda un dispositivo legal que promueve la exclusión de la educación especial de los resultados procedentes de las evaluaciones del Sistema de Permanente de Evaluación de Educación Básica de Ceará (Spaece).Cet article examine le paradoxe de l’inclusion scolaire dans la politique d’évaluation de l’éducation primaire dans l’état du Ceará, au Brésil. Cet état se distingue parmi les états du pays en raison des indicateurs de compétence employés dans l’évaluation de l’enseignement primaire, bien qu’il y ait un dispositif normatif qui déduit la performance des élèves handicapés du calcul de l’évaluation, entrainant un état d’“exclusion interne” au système scolaire. Appuyé sur le débat a propos des politiques d’évaluation en tant que mécanisme de gestion de l’éducation et sur des recherches qui soulignent la tendance à l’exclusion des évaluations à large échelle concernant l’éducation inclusive, ce travail aborde un dispositif de loi favorisant l’exclusion de l’enseignement spécial des résultats issus des évaluations du Système d’Évaluation Permanente de l’Éducation de Base du Ceara [Sistema Permanente de Avaliação da Educação Básica do Ceará] (Spaece).Este artigo trata do paradoxo da inclusão escolar na política de avaliação da educação básica do estado do Ceará, unidade federativa que se destaca entre os sistemas estaduais de ensino do país em termos de indicadores de proficiência no ensino fundamental, embora haja no interior de seu sistema um dispositivo normativo que deduz do cálculo da avaliação o desempenho dos estudantes deficientes, gerando um estado de “exclusão interna” ao sistema escolar. A partir do debate acerca das políticas de avaliação como mecanismo de gestão educacional no contexto nacional e da observação de estudos que apontam a tendência excludente da avaliação em larga escala em relação à educação inclusiva, aborda-se um dispositivo de lei que promove a exclusão da educação especial dos resultados provenientes das avaliações do Sistema Permanente de Avaliação da Educação Básica do Ceará (Spaece).Fundação Carlos Chagas2019-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6824Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 136-159Cadernos de Pesquisa; Vol. 50 Núm. 175: jan./mar.2020; 136-159Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 136-159Cadernos de Pesquisa; v. 50 n. 175: jan./mar.2020; 136-1591980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporenghttps://publicacoes.fcc.org.br/cp/article/view/6824/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6824/pdf_1Copyright (c) 2020 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPassone, EricAraújo, Karlane Holanda2022-09-20T15:53:56Zoai:ojs.publicacoes.fcc.org.br:article/6824Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-09-20T15:53:56Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Educational evaluation device of Ceará: the (in)visibility of students with disabilities
Dispositivo de evaluación educativa de Ceará: la (in)visibilidad de estudiantes discapacitados
Dispositif d’évaluation de l’éducation au Ceará : l’(in)visibilité des étudiants en situation de handicap
Dispositivo de avaliação educacional do Ceará: a (in)visibilidade dos estudantes deficientes
title Educational evaluation device of Ceará: the (in)visibility of students with disabilities
spellingShingle Educational evaluation device of Ceará: the (in)visibility of students with disabilities
Passone, Eric
Educação Especial
Avaliação em Larga Escala
Accountability
Exclusão Escolar
Éducation Spéciale
Évaluation à Grande Échelle
Responsabilité
Exclusion Scolaire
Educación Especial
Evaluación a Gran Escala
Rendición de Cuentas
Exclusión
Special Education
Large-Scale Evaluation
Accountability
School Exclusion
title_short Educational evaluation device of Ceará: the (in)visibility of students with disabilities
title_full Educational evaluation device of Ceará: the (in)visibility of students with disabilities
title_fullStr Educational evaluation device of Ceará: the (in)visibility of students with disabilities
title_full_unstemmed Educational evaluation device of Ceará: the (in)visibility of students with disabilities
title_sort Educational evaluation device of Ceará: the (in)visibility of students with disabilities
author Passone, Eric
author_facet Passone, Eric
Araújo, Karlane Holanda
author_role author
author2 Araújo, Karlane Holanda
author2_role author
dc.contributor.author.fl_str_mv Passone, Eric
Araújo, Karlane Holanda
dc.subject.por.fl_str_mv Educação Especial
Avaliação em Larga Escala
Accountability
Exclusão Escolar
Éducation Spéciale
Évaluation à Grande Échelle
Responsabilité
Exclusion Scolaire
Educación Especial
Evaluación a Gran Escala
Rendición de Cuentas
Exclusión
Special Education
Large-Scale Evaluation
Accountability
School Exclusion
topic Educação Especial
Avaliação em Larga Escala
Accountability
Exclusão Escolar
Éducation Spéciale
Évaluation à Grande Échelle
Responsabilité
Exclusion Scolaire
Educación Especial
Evaluación a Gran Escala
Rendición de Cuentas
Exclusión
Special Education
Large-Scale Evaluation
Accountability
School Exclusion
description This article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education (Spaece).
publishDate 2019
dc.date.none.fl_str_mv 2019-11-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6824
url https://publicacoes.fcc.org.br/cp/article/view/6824
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6824/pdf
https://publicacoes.fcc.org.br/cp/article/view/6824/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2020 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 136-159
Cadernos de Pesquisa; Vol. 50 Núm. 175: jan./mar.2020; 136-159
Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 136-159
Cadernos de Pesquisa; v. 50 n. 175: jan./mar.2020; 136-159
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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