Avaliações em larga escala: macro e microrregulações na escola
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/17487 |
Resumo: | Periodically, basic education has been evaluated in the country in a census by Prova Brasil, a large-scale evaluation that represents a new regulation form by the State, which increasingly assumes the evaluator role. The new regulation modes, especially large-scale assessment, have a great impact on educational systems, especially on schools, configuring themselves as macroregulation. Within the school institution, there are teachers and other actors, such as school administrators, who, in the face of large-scale evaluation, adjust regulations in effective work with students, producing, in this process, microregulations. This research investigated how the microregulations exercised by teachers and administrators occur in the face of the large-scale evaluation process in a school unit of municipal basic education, in the period from 2011 to 2019 - years of application of the Prova Brasil and edition of the IDEB. The general objective was to analyze, in view of the large-scale assessment called Prova Brasil, the microregulations present within the referred school unit. And as specific objectives, to identify in which actions of school administrators and some teachers they are present, to understand how they occur and in which areas of activities and, finally, what are their motives and their own logic. Using a qualitative approach, data were obtained for this study through semi-structured interviews with teachers and administrators and a focal group with teachers. The results revealed that the teachers and administrators act in several domains of action with different interests, however using similar strategies that over the years constituted the logic of action of the school, some of these logics recovered from the performance in the face of other regulations on the school routine, others constituted specifically for the Prova Brasil. The logics of action are strengthened mainly in the field of school culture, where resistance or conformation to the policy is also defined. The personal interests of teachers and managers overlap with other interests, even ideological ones, especially when it comes to the school's reputation and performance standards, elements capable of redefining institutional priorities. The internal regulation exercised by the leadership style and the exercise of power by the school management greatly alleviated the conflicts, transforming, over the period, the initial resistance into conformation, especially in the face of a policy of continuity such as large-scale evaluation. Finally, we identified that the logics of action guide conduct at school and the microregulations exercised by teachers and administrators move in alternation and overlap related to the concern with student learning and the school's reputation in the IDEB ranking, but they cannot be underestimated by creators and formulators of public policies in the field of education, because, in the translation of policies into practice, in microregulations at school, the interests of the actors remain in the foreground, overlapping the very objectives of the policies. |
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Lucchesi, Maria Eliéte LacerdaConti, Celso Luiz Aparecidohttp://lattes.cnpq.br/6967887143687279http://lattes.cnpq.br/3020150292701026404ea031-2a98-44ec-84d7-8a9fd3da52a02023-03-14T13:28:19Z2023-03-14T13:28:19Z2023-02-15LUCCHESI, Maria Eliéte Lacerda. Avaliações em larga escala: macro e microrregulações na escola. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17487.https://repositorio.ufscar.br/handle/ufscar/17487Periodically, basic education has been evaluated in the country in a census by Prova Brasil, a large-scale evaluation that represents a new regulation form by the State, which increasingly assumes the evaluator role. The new regulation modes, especially large-scale assessment, have a great impact on educational systems, especially on schools, configuring themselves as macroregulation. Within the school institution, there are teachers and other actors, such as school administrators, who, in the face of large-scale evaluation, adjust regulations in effective work with students, producing, in this process, microregulations. This research investigated how the microregulations exercised by teachers and administrators occur in the face of the large-scale evaluation process in a school unit of municipal basic education, in the period from 2011 to 2019 - years of application of the Prova Brasil and edition of the IDEB. The general objective was to analyze, in view of the large-scale assessment called Prova Brasil, the microregulations present within the referred school unit. And as specific objectives, to identify in which actions of school administrators and some teachers they are present, to understand how they occur and in which areas of activities and, finally, what are their motives and their own logic. Using a qualitative approach, data were obtained for this study through semi-structured interviews with teachers and administrators and a focal group with teachers. The results revealed that the teachers and administrators act in several domains of action with different interests, however using similar strategies that over the years constituted the logic of action of the school, some of these logics recovered from the performance in the face of other regulations on the school routine, others constituted specifically for the Prova Brasil. The logics of action are strengthened mainly in the field of school culture, where resistance or conformation to the policy is also defined. The personal interests of teachers and managers overlap with other interests, even ideological ones, especially when it comes to the school's reputation and performance standards, elements capable of redefining institutional priorities. The internal regulation exercised by the leadership style and the exercise of power by the school management greatly alleviated the conflicts, transforming, over the period, the initial resistance into conformation, especially in the face of a policy of continuity such as large-scale evaluation. Finally, we identified that the logics of action guide conduct at school and the microregulations exercised by teachers and administrators move in alternation and overlap related to the concern with student learning and the school's reputation in the IDEB ranking, but they cannot be underestimated by creators and formulators of public policies in the field of education, because, in the translation of policies into practice, in microregulations at school, the interests of the actors remain in the foreground, overlapping the very objectives of the policies.Periodicamente, a educação básica tem sido avaliada no país de forma censitária pela Prova Brasil, uma avaliação em larga escala que representa uma nova forma de regulação do Estado, que assume cada vez mais o papel de avaliador. Os novos modos de regulação, em especial a avaliação em larga escala, têm grande impacto sobre os sistemas educacionais, especialmente sobre as escolas, configurando-se como uma macrorregulação. No interior da instituição escolar, há os professores e outros atores, como os gestores escolares, que, diante da avaliação em larga escala, fazem o ajustamento das regulações no trabalho efetivo com os estudantes, produzindo, nesse processo, microrregulações. A presente pesquisa investigou como se dão as microrregulações exercidas pelas professoras e pelas gestoras diante do processo de avaliações em larga escala em uma unidade escolar de educação básica municipal, no período de 2011 a 2019 – anos de aplicação da Prova Brasil e edição do IDEB. O objetivo geral foi analisar, em face da avaliação em larga escala denominada Prova Brasil, as microrregulações presentes no interior da referida unidade escolar. E como objetivos específicos, identificar em que ações dos gestores escolares e de alguns professores elas estão presentes, compreender como elas ocorrem e em que âmbitos de atividades e, por fim, quais são seus motivos e suas lógicas próprias. De abordagem qualitativa, a obtenção dos dados para esse estudo se deu por meio de entrevistas semiestruturadas com professoras e gestoras e grupo focal com as professoras. Os resultados demonstraram que as professoras e as gestoras atuam em vários domínios de ação com interesses diferentes, porém utilizando-se de estratégias similares que ao longo dos anos constituíram as lógicas de ação da escola, algumas dessas lógicas recobradas da atuação diante de outras regulações sobre o cotidiano escolar, algumas constituídas especificamente diante da Prova Brasil. As lógicas de ação são fortalecidas principalmente no domínio da cultura escolar, onde também se defini a resistência ou conformação à política. Os interesses pessoais de professoras e gestoras se sobrepõem a outros interesses, até mesmo os ideológicos, principalmente quando se trata de reputação e padrões de desempenho da escola, elementos capazes de redefinir as prioridades institucionais. A regulação interna exercida pelo estilo de liderança e pelo exercício de poder da gestão escolar ameniza em muito os conflitos, transformando, ao longo do período, a resistência inicial em conformação, principalmente diante de uma política de continuidade como é a avaliação em larga escala. Por fim, identificamos que as lógicas de ação orientam as condutas na escola e as microrregulações exercidas por professoras e gestoras se movimentam em alternância e sobreposição relacionadas à preocupação com a aprendizagem dos estudantes e à reputação da escola no ranqueamento do IDEB, mas elas não podem ser subestimadas por idealizadores e formuladores de políticas públicas no campo da educação, porque, na tradução das políticas para a prática, nas microrregulações na escola, os interesses dos atores se mantêm em primeiro plano, em sobreposição aos próprios objetivos das políticas.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducaçãoMacrorregulaçãoMicrorregulaçõesAvaliação em larga escalaEducationMacroregulationMicroregulationsLarge-scale assessmentCIENCIAS HUMANAS::EDUCACAOCIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONALCIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONALAvaliações em larga escala: macro e microrregulações na escolaLarge-scale assessments: macro and microregulations at schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600600558996a5-efc2-4ac1-bf52-233753d4cdb2reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTESE DOUTORADO_MARIAELIÉTE L. 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dc.title.por.fl_str_mv |
Avaliações em larga escala: macro e microrregulações na escola |
dc.title.alternative.eng.fl_str_mv |
Large-scale assessments: macro and microregulations at school |
title |
Avaliações em larga escala: macro e microrregulações na escola |
spellingShingle |
Avaliações em larga escala: macro e microrregulações na escola Lucchesi, Maria Eliéte Lacerda Educação Macrorregulação Microrregulações Avaliação em larga escala Education Macroregulation Microregulations Large-scale assessment CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
title_short |
Avaliações em larga escala: macro e microrregulações na escola |
title_full |
Avaliações em larga escala: macro e microrregulações na escola |
title_fullStr |
Avaliações em larga escala: macro e microrregulações na escola |
title_full_unstemmed |
Avaliações em larga escala: macro e microrregulações na escola |
title_sort |
Avaliações em larga escala: macro e microrregulações na escola |
author |
Lucchesi, Maria Eliéte Lacerda |
author_facet |
Lucchesi, Maria Eliéte Lacerda |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3020150292701026 |
dc.contributor.author.fl_str_mv |
Lucchesi, Maria Eliéte Lacerda |
dc.contributor.advisor1.fl_str_mv |
Conti, Celso Luiz Aparecido |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6967887143687279 |
dc.contributor.authorID.fl_str_mv |
404ea031-2a98-44ec-84d7-8a9fd3da52a0 |
contributor_str_mv |
Conti, Celso Luiz Aparecido |
dc.subject.por.fl_str_mv |
Educação Macrorregulação Microrregulações Avaliação em larga escala |
topic |
Educação Macrorregulação Microrregulações Avaliação em larga escala Education Macroregulation Microregulations Large-scale assessment CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Education Macroregulation Microregulations Large-scale assessment |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
description |
Periodically, basic education has been evaluated in the country in a census by Prova Brasil, a large-scale evaluation that represents a new regulation form by the State, which increasingly assumes the evaluator role. The new regulation modes, especially large-scale assessment, have a great impact on educational systems, especially on schools, configuring themselves as macroregulation. Within the school institution, there are teachers and other actors, such as school administrators, who, in the face of large-scale evaluation, adjust regulations in effective work with students, producing, in this process, microregulations. This research investigated how the microregulations exercised by teachers and administrators occur in the face of the large-scale evaluation process in a school unit of municipal basic education, in the period from 2011 to 2019 - years of application of the Prova Brasil and edition of the IDEB. The general objective was to analyze, in view of the large-scale assessment called Prova Brasil, the microregulations present within the referred school unit. And as specific objectives, to identify in which actions of school administrators and some teachers they are present, to understand how they occur and in which areas of activities and, finally, what are their motives and their own logic. Using a qualitative approach, data were obtained for this study through semi-structured interviews with teachers and administrators and a focal group with teachers. The results revealed that the teachers and administrators act in several domains of action with different interests, however using similar strategies that over the years constituted the logic of action of the school, some of these logics recovered from the performance in the face of other regulations on the school routine, others constituted specifically for the Prova Brasil. The logics of action are strengthened mainly in the field of school culture, where resistance or conformation to the policy is also defined. The personal interests of teachers and managers overlap with other interests, even ideological ones, especially when it comes to the school's reputation and performance standards, elements capable of redefining institutional priorities. The internal regulation exercised by the leadership style and the exercise of power by the school management greatly alleviated the conflicts, transforming, over the period, the initial resistance into conformation, especially in the face of a policy of continuity such as large-scale evaluation. Finally, we identified that the logics of action guide conduct at school and the microregulations exercised by teachers and administrators move in alternation and overlap related to the concern with student learning and the school's reputation in the IDEB ranking, but they cannot be underestimated by creators and formulators of public policies in the field of education, because, in the translation of policies into practice, in microregulations at school, the interests of the actors remain in the foreground, overlapping the very objectives of the policies. |
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2023 |
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2023-03-14T13:28:19Z |
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2023-03-14T13:28:19Z |
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2023-02-15 |
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LUCCHESI, Maria Eliéte Lacerda. Avaliações em larga escala: macro e microrregulações na escola. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17487. |
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https://repositorio.ufscar.br/handle/ufscar/17487 |
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LUCCHESI, Maria Eliéte Lacerda. Avaliações em larga escala: macro e microrregulações na escola. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17487. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Universidade Federal de São Carlos Câmpus São Carlos |
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