Avaliação externa e qualidade da educação básica: concepções e práticas em disputa

• Autor(a) principal: Souza, Thais Tolentino Santos
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000f2hp
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11292
• topic: Políticas de avaliação; Qualidade da educação; IDEB; Evaluation policies; Quality of education; IDEB; CIENCIAS HUMANAS::EDUCACAO

This work presents the results of a master's research that aimed to investigate the influence of external evaluation policies on a large scale, in particular the one that gives rise to IDEB, in the construction of teachers' quality conceptions, considering that this is a polysemic concept that is directly related to the subjects' worldview, in addition to the conceptions of education, purposes, and educational principles. The subjects of this research were teachers from seven public schools in Aparecida de Goiânia (GO). We seek to answer the following research question: Do the external evaluations that give rise to IDEB influence the conceptions of quality of education constructed by teachers of basic education? If so, how? The general objective of this work is to understand if, and how the large-scale external evaluation policy that gives rise to IDEB is appropriated by teachers in the construction of their conceptions of quality in education. Besides, we seek to contextualize the emergency scenario of external evaluations and their relationship with the quality of education; characterize the legal framework that underpins the basic education assessment policy and understand what is the concept of quality of education prevalent in this policy; investigate how the relationship between quality of education and external evaluation on a large scale basis is being addressed in academic production; understand the relationship between large-scale external evaluation and quality of education in the view of the teachers involved in the study; and to understand to what extent teachers take ownership of the concept of quality that the large-scale external evaluation policy translates. The proposal for the creation of IDEB (INEP/MEC, 2007) considers that the results of large-scale external evaluation, associated with school flow (failure, approval and dropout rates), are adequate data to assess the quality of education, while several authors and researchers question the ability of external assessments to reflect the educational situation, as Silva (2008), Casassus (2013), Afonso (2007), Freitas (2007), among others, that consider that this model of assessment is insufficient to assess the complex quality of education.