Reprovação e política de avaliação na escola: um estudo na rede pública de Niterói

• Autor(a) principal: Aguilar Júnior, Carlos Augusto
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10293
• topic: School failure; Disapproval; Macro-micro analysis; Educational and evaluation policies; Theory of action; Fracasso escolar; Reprovação; Análise macro-micro; Politicas educacionais e de avaliação; Teoria da atuação; Educação Niterói, RJ; Repetência; Educação e Estado; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS

This thesis investigates the school failure in the final years of Brazilian fundamental education. From a broad review of the specific literature, we have hypothesized that reprobation is understood by social actors - teachers, coordinators, educational managers - as a positive factor in the schooling process and we seek to answer the following questions: (a) what factors impact school failure?; (b) how are evaluation policies implemented in schools? (c) what is the place of disapproval in the school evaluation policy? In order to carry out the study, we used two different but complementary approaches. Initially, we used the microdata of SAEB 2015 to analyze the characteristics associated with the reprobation risk, through the application of a logistic regression model, following Babbie's theoretical and methodological guidelines (2005). The initial results reiterate those found in studies and research reported in the literature, in which there is a greater risk of students failing in socioeconomic and cultural vulnerability, with lower school support conditions for studies, as well as the gender issue (male prone to reprobation) and the declared color (nonwhite students present greater risks to reprobation), and in child labor situation. Then, we constructed a script of interviews that allowed us to understand the school failure inserted in the context of the evaluation policy in the school. For this, we selected three public schools located in the city of Niterói, Rio de Janeiro and applied interviews to the management team, teachers and students of the ninth grade. We also attended class councils and reviewed school documents. At this stage we were guided by the guidelines of Ball, Maguire and Braun (2016). The findings of this stage show the construction of master-discourses that mobilize the appeal of Foucault's governmentality and try to establish control of students' mentalities in an attempt to create the "good student" by naturalizing reproof and using it as a device for motivate students to study harder and have greater dedication. The research also showed that the context of practice is also a space for the production of policies from the interpretation and translation movement of political texts, imparting new meanings and, thus, producing new political texts for educational processes, with emphasis on processes evaluation. It was also noticed that, in general, the evaluation is seen as necessary bureaucracy for the attribution of a definitive concept of the student's life - summative evaluation - without further discussions about the educational processes that have resulted in the results obtained