DIFFERENTIAL VALUATION OF PORTUGUESE AND MATHEMATICS TEACHING: THE INFLUENCE OF ACCOUNTABILITY POLICIES

• Autor(a) principal: Oliveira, Dalila Andrade
• Data de Publicação: 2023
• Outros Autores: Pereira Junior, Edmilson Antonio, Souza, Juliana
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/7364
• topic: Accountability; Política da educação; Avaliação da educação; Docentes; Accountability; Education policy; Education assessment; Teachers; Accountability; Política educativa; Evaluación educativa; Docentes

Large-scale assessments play a central role in shaping public policies in Basic Education across various countries, exerting both symbolic and material effects on educational institutions and the teaching profession. In Brazil, alongside the Basic Education Assessment System, numerous states and municipalities have developed their own assessment models, resulting in a continuous presence of external audits in the school routine. This study examines how teachers in public education systems interpret these assessment processes, with a particular focus on their perceptions regarding the potential differential value placed on specific subjects prioritized in standardized exams. The data used in this analysis are derived from a survey conducted in four states in the Northeast region of Brazil (Bahia, Paraíba, Pernambuco, and Rio Grande do Norte). The findings indicate that teachers perceive an overemphasis on Portuguese and Mathematics, with this perception being more pronounced among teachers in systems that enforce high-stakes policies.