O Sistema de Avaliação da Educação de Niterói (SAEN) e as implicações da política de avaliação externa no segundo segmento do ensino fundamental: a visão dos professores

• Autor(a) principal: Vasconcellos, Carla Cristina Martins da Conceição
• Data de Publicação: 2017
• 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/1/9965
• topic: External Evaluation; Institutional Evaluation; Education Evaluation System of Niterói; Avaliar para Conhecer Program; Learning Management; Avaliação Externa; Avaliação Institucional; Sistema de Avaliação da Educação de Niterói SAEN; Programa Avaliar para Conhecer; Gestão das Aprendizagens; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present work is about the Niterói Education Assessment System (EESN), established in 2013. This study is part of the national context of the Brazilian education since the creation of the Basic Education Evaluation System, in the late 1980s. We aim at comprehending and analysing which the effects of the EESN have been, once it develops a local external evaluation process the Avaliar para Conhecer Program characterized by being part of the diagnosis of students' knowledge status in the Elementary School of the Municipal Education Network of Niterói. Our purposes are: to analyse the incorporation by teachers of the second segment of primary education of public educational policies in relation to the evaluation in the Municipal Education Network of Niterói, in the last 20 years, since those policies that have preceded the EESN until the latest ones (continued evaluation; first cycles proposal; second cycles proposal); to discuss the EESN as an institutional evaluation approach, based on its specific legislation. For this, we perform the documentary analysis; interviews with teachers from the different areas of knowledge that make up the curriculum of the second segment of elementary education and the observation as a method, for the researcher is part of the research environment and interacts with subjects. We have used the theoretical analytical framework of the Policy Cycle, suggested by Ball and contributors (BOWE; BALL; GOLD, 1992; 1994), and explored by Mainardes (2006a), to substantiate the analyses of the interviews and documents. To support this study, we have used the contributions from Bonamino (2002; 2013; 2016); Bonamino and Souza (2012); Oliveira (2007); Freitas (2004; 2013); Dias Sobrinho (2003; 2012); Balzan and Dias Sobrinho (2011) and others. We hope that this analysis can contribute to other researches related to the external evaluation, in the scope of municipal education management. This study is part of the Policy, Rights and Inequalities research line of the Master Course in Education in the State University of Rio de Janeiro.