Índice de desenvolvimento da educação básica (IDEB) : afinal de quem é essa nota?

• Autor(a) principal: Santos, Betisabel Vilar de Jesus
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/7338
• topic: IDEB; Avaliação em Larga Escala; Qualidade da Educação; Educação Municipal; Política Nacional de Avaliação; CIENCIAS HUMANAS::EDUCACAO

This study is intended to analyze the school agents’ perception of the educational process and of the large-scale evaluation, particularly Ideb (initial in Portuguese for Índice de Desenvolvimento da Educação Básica), as inducer of educational quality policy, and how they appropriated the results and incorporated them into their daily life. It also aims to analyze the impact of overall public policy evaluation, embodied by Ideb at the public schools in Aracaju. The timeframe is the period from 2005 to 2013. The research lies in the field of debate about all people’s right to a quality education, which was initiated during the democratization of Brazil and in the midst of reforms produced by the liberal state, which has guided the implementation of local educational policies, but with a global perspective. Bourdieu and Certeau constituted the theoretical framework that guided the analyses for providing the elements to understand that, between the evaluation policy and the way it is embodied in everyday school, there is a gap open to explanation. In this sense, I sought to understand how the educational policies were implemented in the everyday life of the municipal school in Aracaju and how the school agents perceived and interpreted them. Therefore, I placed the analyses from the macro to the micro social scope. In the first case, understanding that evaluation is a good indicator to guide the reflection as an important learning tool to ensure the right to learn. In the second case, because the policies, no matter how good they are, need to be implemented and the everyday school is the place where this process takes place. In this sense, it was carried out a preliminary survey on academic production in the evaluation field in order to identify the trends and the effects present in the educational debate. It was also carried out a documentary analysis and interviews with teachers and school and Semed (initial for Secretaria Municipal de Education) managers. Facing the choice of the object and for the need it generated, the most suitable type of research was the qualitative approach as it seeks a better understanding of the process by which people construct meaning and describe what are these same meanings, allowing two types of consideration: one that concerning the relationships of macro-structural issues, which constitute the control policy analysis of the classroom evaluative practices; and another analyzing the evaluation practices in everyday school and the conceptions of the evaluation. Based on the above, the study has concluded that despite the criticism, the quality indicator embodied by Ideb has motivated Government actions to prepare the public schools in Aracaju for Prova Brazil and to reflect on its indicators, however, it is still not possible to say that there is a consolidated evaluation culture. The education quality improvement proposals that emerged from the schools resulted from commitments made by these agents in everyday school.