EXTERNAL AND LARGE-SCALE ASSESSMENT IN THE CONTEXT OF THE EDUCATIONAL POLICY OF THE STATE OF GOIÁS

• Autor(a) principal: Iris de Queiroz, Welcianne
• Data de Publicação: 2022
• Outros Autores: Nunes Militão, Sílvio César
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1752
• topic: Políticas de evaluación externa y de gran escala.; Calidad educativa.; Gerencialismo.; External and large-scale assessment policies.; Educational quality.; Management.; : Políticas de avaliações externas e em larga escala.; Qualidade educacional.; Gererncialismo.

This article presents the results of a research that analyzes the impacts of management in the educational policy of the State of Goiás. In the micro (state) scope, it scrutinizes determinant aspects of the (dis)qualification of public education and its relationship with educational policies guided by guidelines of multilateral organizations (macro). It investigates which concept of quality permeates the official discourse and how this concept is linked to the performance results produced by external and large-scale assessment. The research with a qualitative approach of the bibliographic and documentary type, uses the references of (AFONSO, 2009, 2012; LIBÂNEO, 2018; FREITAS, 2012, 2018; BALL, 2002), also electing the documents of the World Bank as a corpus of analysis. , of the United Nations Educational, Scientific and Cultural Organization, Organization for Economic Cooperation and Development, of the Secretary of State for Education of Goiás and official websites of the current administration of this state. After reviewing the literature, it is concluded that the results of external and large-scale assessment have been used as a means of control and regulation of schools and teachers, through reward and punishments, and have had an opposite effect to that of the official discourse. have propagated, promoting a disqualification of education. It is possible, however, an action against hegemonic, since "schools also make policies" and that teachers are both "subjects and actors of these policies", so they not only implement, but also reconfigure and transform them into classroom context.