Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy

Detalhes bibliográficos
Autor(a) principal: Silva, Katharine Ninive Pinto
Data de Publicação: 2017
Outros Autores: Silva, Jamerson Antonio de Almeida da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/8933
Resumo: This paper aimed at evaluating the results of the relationship between 1. The Educational Responsibility Policy; 2. The Evaluation Policy defined by the Pernambuco State Education System; and 3. The process of implementation of the Integral Education Program (PEI, Brazilian Portuguese abbreviation) in High School Reference Institutions (EREMs, Brazilian Portuguese abbreviation) and in the State Technical Schools (ETEs, Brazilian Portuguese abbreviation). Based on document and content analyses, a qualitative study was carried out whose data collection instruments were interviews with managers, teachers, students and technicians, along with questionnaires applied to the students. The theoretical background included Freitas (2012), Ravitch (2011), Algebaile (2009), among others. The results revealed that in the PEI implementation process, the evaluation through results is related to command-and-control strategies which broaden and intensify teachers’ and students’ school hours, working as a neoliberal and managerial laboratory in education. From this research perspective, the conclusion was that strategies such as increasing the years of study and the school hours disguise problems such as the crisis of structural unemployment and the reduction in investments provided for in social policies as a whole.   Keywords: Evaluation. Curriculum. Integral Education.
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spelling Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policyPolítica de Evaluación y Programa de Educación Integral en la Red de Enseñanza de La Escuela Secundária de Pernambuco: los limites del papel central de La evaluación en las políticas educativasPolítica de Avaliação e Programa de Educação Integral no Ensino Médio da Rede Estadual de Pernambuco: os limites da centralidade da avaliação nas políticas educacionaisThis paper aimed at evaluating the results of the relationship between 1. The Educational Responsibility Policy; 2. The Evaluation Policy defined by the Pernambuco State Education System; and 3. The process of implementation of the Integral Education Program (PEI, Brazilian Portuguese abbreviation) in High School Reference Institutions (EREMs, Brazilian Portuguese abbreviation) and in the State Technical Schools (ETEs, Brazilian Portuguese abbreviation). Based on document and content analyses, a qualitative study was carried out whose data collection instruments were interviews with managers, teachers, students and technicians, along with questionnaires applied to the students. The theoretical background included Freitas (2012), Ravitch (2011), Algebaile (2009), among others. The results revealed that in the PEI implementation process, the evaluation through results is related to command-and-control strategies which broaden and intensify teachers’ and students’ school hours, working as a neoliberal and managerial laboratory in education. From this research perspective, the conclusion was that strategies such as increasing the years of study and the school hours disguise problems such as the crisis of structural unemployment and the reduction in investments provided for in social policies as a whole.   Keywords: Evaluation. Curriculum. Integral Education.El objetivo de este artículo es evaluar los resultados de la relación entre 1. la Política de Responsabilidad Educacional, 2. la Política de Evaluación adoptada por la Red Estadual de Pernambuco y 3. el proceso de implementación del Programa de Enseñanza Integral (PEI) en las Escuelas de Referencia en Enseñanza Media (EREMs) y en las Escuelas Técnicas Estaduales (ETEs). De acuerdo con análisis documental y el análisis de contenido, se constituyó una pesquisa cualitativa en que instrumentos de coleta de datos fueron entrevistas con gestores, docentes, discentes y técnicos y también cuestionarios aplicados a los discentes. El referencial teórico está amparada en  Freitas (2012), Ravitch (2011), Algebaile (2009) y otros. Los resultados conllevan al proceso de implementación de PEI, la evaluación por resultados está relacionada a las estrategias de comando-y-control que amplían e intensifican la jornada escolar de docentes y discentes, como un laboratorio neoliberal y gerencial en la educación. A partir de ese trayecto de pesquisa, se concluye que estrategias como el aumento de los años de estudio y de jornada escolar camuflan problemáticas como la crisis del paro estructural y la disminución de las inversiones previstas en las políticas sociales como un todo.   Palabras clave: Evaluación. Currículo. Enseñanza Integral.O objetivo deste artigo é avaliar a relação entre: 1. a Política de Responsabilidade Educacional, 2. a Política de Avaliação definida pela Rede Estadual de Pernambuco e 3. o processo de implementação do Programa de educação Integral (PEI) nas Escolas de Referência em Ensino Médio (EREMs) e nas Escolas Técnicas Estaduais (ETEs). Com base na análise documental e na análise de conteúdo, trata-se de uma pesquisa de cunho qualitativo cujos instrumentos de coleta de dados foram entrevistas com gestores, docentes, discentes e técnicos e também questionários aplicados com discentes. O referencial teórico amparou-se em  Freitas (2012), Ravitch (2011), Algebaile (2009) e outros. Os resultados apontam que no processo de implementação do PEI, a avaliação por resultados está relacionada com estratégias de comando-e-controle que ampliam e intensificam a jornada escolar de docentes e discentes, como um laboratório neoliberal e gerencialista na educação. A partir desse percurso de pesquisa, conclui-se que estratégias como o aumento dos anos de estudo e da jornada escolar camuflam problemáticas como a crise do desemprego estrutural e a diminuição dos investimentos previstos nas políticas sociais como um todo.   Palavras-chave: Avaliação. Currículo. Educação Integral.Universidade Estadual de Ponta Grossa2017-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/893310.5212/PraxEduc.v.11i3.0012Práxis Educativa; Vol. 11 No. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 736-756Práxis Educativa; Vol. 11 Núm. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 736-756Práxis Educativa; V. 11 N. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 736-756Práxis Educativa; v. 11 n. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 736-7561809-43091809-403110.5212/PraxEduc.v.11i3reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/8933/5231Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessSilva, Katharine Ninive PintoSilva, Jamerson Antonio de Almeida da2020-04-07T00:57:23Zoai:uepg.br:article/8933Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-07T00:57:23Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy
Política de Evaluación y Programa de Educación Integral en la Red de Enseñanza de La Escuela Secundária de Pernambuco: los limites del papel central de La evaluación en las políticas educativas
Política de Avaliação e Programa de Educação Integral no Ensino Médio da Rede Estadual de Pernambuco: os limites da centralidade da avaliação nas políticas educacionais
title Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy
spellingShingle Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy
Silva, Katharine Ninive Pinto
title_short Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy
title_full Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy
title_fullStr Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy
title_full_unstemmed Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy
title_sort Evaluation Policy and Integral Education Program in the High School of Pernambuco State Education System:  the limits of the centrality of evaluation in education policy
author Silva, Katharine Ninive Pinto
author_facet Silva, Katharine Ninive Pinto
Silva, Jamerson Antonio de Almeida da
author_role author
author2 Silva, Jamerson Antonio de Almeida da
author2_role author
dc.contributor.author.fl_str_mv Silva, Katharine Ninive Pinto
Silva, Jamerson Antonio de Almeida da
description This paper aimed at evaluating the results of the relationship between 1. The Educational Responsibility Policy; 2. The Evaluation Policy defined by the Pernambuco State Education System; and 3. The process of implementation of the Integral Education Program (PEI, Brazilian Portuguese abbreviation) in High School Reference Institutions (EREMs, Brazilian Portuguese abbreviation) and in the State Technical Schools (ETEs, Brazilian Portuguese abbreviation). Based on document and content analyses, a qualitative study was carried out whose data collection instruments were interviews with managers, teachers, students and technicians, along with questionnaires applied to the students. The theoretical background included Freitas (2012), Ravitch (2011), Algebaile (2009), among others. The results revealed that in the PEI implementation process, the evaluation through results is related to command-and-control strategies which broaden and intensify teachers’ and students’ school hours, working as a neoliberal and managerial laboratory in education. From this research perspective, the conclusion was that strategies such as increasing the years of study and the school hours disguise problems such as the crisis of structural unemployment and the reduction in investments provided for in social policies as a whole.   Keywords: Evaluation. Curriculum. Integral Education.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-21
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://revistas.uepg.br/index.php/praxiseducativa/article/view/8933
10.5212/PraxEduc.v.11i3.0012
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/8933
identifier_str_mv 10.5212/PraxEduc.v.11i3.0012
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/8933/5231
dc.rights.driver.fl_str_mv Copyright (c) 2016 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 11 No. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 736-756
Práxis Educativa; Vol. 11 Núm. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 736-756
Práxis Educativa; V. 11 N. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 736-756
Práxis Educativa; v. 11 n. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 736-756
1809-4309
1809-4031
10.5212/PraxEduc.v.11i3
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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