Avaliação e qualidade de ensino: uma análise sobre o Prêmio Escola Nota Dez

• Autor(a) principal: Gomes, Izandra Falcao
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/4675
• topic: Avaliação; Políticas Educacionais; Qualidade Educacional; Evaluation; Education policies; Educational quality; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This master s thesis is the result of a research carried out in the city of Joao Pessoa, focusing the Escola Nota Dez award. Throughout the argumentation, issues related to changes in society resulting from economic restructuring and educational public policies mobilized by the educational reform of the 1990 support the debate about large-scale assessments. Taking this bias as a reference, the policy of large-scale evaluation will be examined, it s implementation, consolidation and spread in Brazilian dominion. Subsequently, the evaluation policy promoted by the city of Joao Pessoa will be examined, analyzed as the reverberation of the national evaluation policies legitimized bay legal mechanisms as a resource to improve educational quality and as a result of influence enabled by international multilateral organizations. The study object in the political initiative for evaluation/awards accomplished by the Escola Nota Dez award. Three research instruments for data collection were used: interview, observation and analysis of normative and instructional documents. Offered by analyzing the results confirm that the policy assessment is a reverberation of municipal policies, the structure of indicators and a monitoring tool are mechanisms for supervision and control of educational processes that seeking to achieve educational quality through changes in management and curriculum school and not about school learning, a factor which we believe is vital to achieve educational quality. Finally, we consider the initiative as a process that needs to be democratized, giving room for teacher participation and others educational professionals in their planning and development, valuing the collective knowledge and creating a culture that derives from the struggle for public schools, the quality of education and learning.