O que o IDEB não vê? Desinvisibilizando as produções curriculares no ciclo de alfabetização

• Autor(a) principal: Botelho, Nathália Azevedo
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16367
• topic: IDEB; Curriculum; School life; IDEB; Currículos; Cotidiano escolar; Indicadores educacionais –; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This research has as its problematic the limits that the large-scale evaluation imposes on us to identify and think what schools produce daily as a curriculum. Based on this problem, we intend to understand the daily curriculum production of practitioners (CERTEAU, 1994) from a public school located in the city of Duque de Caxias. With this, we want to make the curricular power of teaching practices visible - not considered in standardized assessments. The research believes in the non-linearity that makes up the school daily life, in this way it will also seek to denounce the limits and the perverse effect that the results of such evaluations cause in the school daily life by not reflecting what is daily produced there. In order to carry out this research, data from the Index of Development of Basic Education- IDEB (2017) of that school and city are used as a starting point, exposing the effects of this index on the school, among them, the devaluation of the work developed in this institution, which culminated in the interest in the proposed study. This research methodologically immerses itself in studies with the everyday life of schools, considering that they understand the complexity inherent to the teaching and learning processes (ALVES, 2008). It is concretely operated through conversations, primarily with students, mediated by meetings at / with the school. To better contextualize, it starts from the political, economic, and social context in which the research will gain prominence, in order to insert it in the panorama in which it is developed. The research presents as a guiding thread the valorization of the Brazilian public school and affirms the commitment to the cognitive and social justice of the protagonists who do it every day, defending them as politicalpractitioners subjects (OLIVEIRA, 2013)