Avaliações externas e seus impactos na prática pedagógica: o caso de uma escola estadual de ensino fundamental de Maceió

• Autor(a) principal: Araújo, Adriana Jeronimo da Silva
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/6048
• topic: Avaliação externa; Prática pedagógica; Prova Brasil; External evaluations; Pedagogical practice; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aimed to investigate and discuss the external evaluations impacts in the pedagogic practice of a 5th grade elementary school teacher in the city of Maceió. As hypothesis about external evaluations influences in the school environment, the following statements were made: 1) It’s possible that large-scale evaluations impact the pedagogical work developed by the teacher; 2) it’s likely that the “Prova Brasil” influences the choices made by the teacher regarding selection, organization and deal with knowledge; 3) supposedly the “Prova Brasil” influences the internal evaluations made by the teacher (formal or informal). The research was developed from the following methodological procedures: field investigation, documental and bibliographic survey. The study was based on the following authors: Saviani (2011, 1999); Marsiglia et al. (2017); Freitas (2014, 1995); Frigotto (1991); Martins (2016); Pasqualini (2013); Laranzetti (2016); Asbahr (2016); Fernandes e Freitas (2007), among others. As a result we conclude that the external evaluations considerably influence the pedagogical practices made by the teachers in the periods of these evaluations, such practices at the time of the research were based on specific procedures such as standardized exercises, simulated similar to the external evaluations (Prova Brasil), questions with the objective of leveling students skills and competences, this in order to obtain results with regard to the Schools IDEB. Practices that divide the school curriculum standardize the pedagogical practice and apostil contents of the reference matrices of the external evaluations and in large scale.