Implications of large-scale assessments in Basic Education schools: a literature review

Detalhes bibliográficos
Autor(a) principal: Professor, Olhar de
Data de Publicação: 2020
Outros Autores: Machado, Cristiane, Pereira, Aline Gabriele
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16273
Resumo: This article presents results of a bibliographic review study that aimed to analyze the implications of large-scale evaluations in primary schools. Were selected 12 articles in a survey carried out on the Capes Journal Portal, which found 118 articles. It was concluded that evidence of the centrality of large-scale assessment in the school routine can be noticed, among others, by pedagogical initiatives to train students for the tests, by intensifying the teaching work and imposing on the schools responsibility for their results, by concealment. The educational inequalities produced by the economic and social contracts inherent to the historical disorderly territorial occupation of Brazilian municipalities and by the processes of exclusion of inclusion students.
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spelling Implications of large-scale assessments in Basic Education schools: a literature reviewImplicaciones de las evaluaciones a gran escala en las escuelas de Educación Básica: una revisión de la literaturaImplicações das avaliações em larga escala nas escolas de Educação Básica: uma revisão de literaturaAvaliação em larga escala; Escolas de educação básica; Revisão bibliográfica.Large-scale evaluation; Basic education schools; Literature reviewEvaluación a gran escala; Escuelas de Educación Básica; Revisión bibliográfica.This article presents results of a bibliographic review study that aimed to analyze the implications of large-scale evaluations in primary schools. Were selected 12 articles in a survey carried out on the Capes Journal Portal, which found 118 articles. It was concluded that evidence of the centrality of large-scale assessment in the school routine can be noticed, among others, by pedagogical initiatives to train students for the tests, by intensifying the teaching work and imposing on the schools responsibility for their results, by concealment. The educational inequalities produced by the economic and social contracts inherent to the historical disorderly territorial occupation of Brazilian municipalities and by the processes of exclusion of inclusion students.Este artículo presenta los resultados de un estudio de revisión bibliográfica que tuvo como objetivo analizar las implicaciones de las evaluaciones a gran escala en las escuelas primarias. Se seleccionaron 12 artículos en una encuesta realizada en el Portal de Capes Journal, que encontró 118 artículos. Se concluyó que la evidencia de la centralidad de la evaluación a gran escala en la rutina escolar se puede observar, entre otras, mediante iniciativas pedagógicas para capacitar a los estudiantes para las pruebas, intensificando el trabajo docente e imponiendo a la escuela la responsabilidad de sus resultados, por ocultamiento. Las desigualdades educativas producidas por los contratos económicos y sociales inherentes a la ocupación territorial histórica desordenada de los municipios brasileños e por los procesos de exclusión de los estudiantes de inclusión.Este artigo apresenta resultados de estudo de revisão bibliográfica que teve o objetivo de analisar as implicações das avaliações em larga escala nas escolas de educação básica. Foram selecionados 12 artigos em um levantamento, realizado no Portal de Periódicos da Capes, que localizou 118 artigos. Concluiu-se que evidências da centralidade da avaliação em larga escala no cotidiano escolar podem ser notadas, dentre outras, por iniciativas pedagógicas de treino dos alunos para as provas, pela intensificação do trabalho docente e imposição às escolas de responsabilização dos seus resultados, pela ocultação das desigualdades educacionais produzidas pelos contrastes econômicos e sociais próprios da histórica ocupação territorial desordenada dos municípios brasileiros e pelo processos de exclusão de alunos de inclusão.Editora UEPG2020-08-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextotextoinfo:eu-repo/semantics/otherapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1627310.5212/OlharProfr.v.23.2020.16273.209209227423.0630Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-15Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-15Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-15Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-15Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-151984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/16273/209209213522https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16273/209209215855https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16273/209209215856Professor, Olhar deMachado, Cristiane Pereira, Aline Gabrieleinfo:eu-repo/semantics/openAccess2021-12-22T14:07:03Zoai:uepg.br:article/16273Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2021-12-22T14:07:03Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Implications of large-scale assessments in Basic Education schools: a literature review
Implicaciones de las evaluaciones a gran escala en las escuelas de Educación Básica: una revisión de la literatura
Implicações das avaliações em larga escala nas escolas de Educação Básica: uma revisão de literatura
title Implications of large-scale assessments in Basic Education schools: a literature review
spellingShingle Implications of large-scale assessments in Basic Education schools: a literature review
Professor, Olhar de
Avaliação em larga escala; Escolas de educação básica; Revisão bibliográfica.
Large-scale evaluation; Basic education schools; Literature review
Evaluación a gran escala; Escuelas de Educación Básica; Revisión bibliográfica.
title_short Implications of large-scale assessments in Basic Education schools: a literature review
title_full Implications of large-scale assessments in Basic Education schools: a literature review
title_fullStr Implications of large-scale assessments in Basic Education schools: a literature review
title_full_unstemmed Implications of large-scale assessments in Basic Education schools: a literature review
title_sort Implications of large-scale assessments in Basic Education schools: a literature review
author Professor, Olhar de
author_facet Professor, Olhar de
Machado, Cristiane
Pereira, Aline Gabriele
author_role author
author2 Machado, Cristiane
Pereira, Aline Gabriele
author2_role author
author
dc.contributor.author.fl_str_mv Professor, Olhar de
Machado, Cristiane
Pereira, Aline Gabriele
dc.subject.por.fl_str_mv Avaliação em larga escala; Escolas de educação básica; Revisão bibliográfica.
Large-scale evaluation; Basic education schools; Literature review
Evaluación a gran escala; Escuelas de Educación Básica; Revisión bibliográfica.
topic Avaliação em larga escala; Escolas de educação básica; Revisão bibliográfica.
Large-scale evaluation; Basic education schools; Literature review
Evaluación a gran escala; Escuelas de Educación Básica; Revisión bibliográfica.
description This article presents results of a bibliographic review study that aimed to analyze the implications of large-scale evaluations in primary schools. Were selected 12 articles in a survey carried out on the Capes Journal Portal, which found 118 articles. It was concluded that evidence of the centrality of large-scale assessment in the school routine can be noticed, among others, by pedagogical initiatives to train students for the tests, by intensifying the teaching work and imposing on the schools responsibility for their results, by concealment. The educational inequalities produced by the economic and social contracts inherent to the historical disorderly territorial occupation of Brazilian municipalities and by the processes of exclusion of inclusion students.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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10.5212/OlharProfr.v.23.2020.16273.209209227423.0630
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16273
identifier_str_mv 10.5212/OlharProfr.v.23.2020.16273.209209227423.0630
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16273/209209213522
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16273/209209215855
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16273/209209215856
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-15
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-15
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-15
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-15
Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-15
1984-0187
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