NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE

Detalhes bibliográficos
Autor(a) principal: de Abreu Vicente, Magda
Data de Publicação: 2023
Outros Autores: Silveira Oliveira, Juliana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagens, Educação e Sociedade (Online)
Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4671
Resumo: The present research, in a qualitative nature, aims to investigate the application’s reflections of Rio Grande do Sul School Performance Assessment System (SAERS) in six public schools in Rio Grande’s city, in the state of Rio Grande do Sul. To this end, it was supported by a methodological approach of Reflective Thematic Analysis (ATR) guided by Marques and Graeff’s (2022) and Souza’s (2019) studies. The data were produced between the months of December 2022 to March 2023, through questionnaires composed of six questions, which were in written answer by the 2nd and 5th grade of Elementary School’s teachers. There was also a documental analysis of Decree nº 56.679 that instituted the SAERS. The theoretical framework was based mainly on Afonso (2013), Harvey (2014) and Laval (2004) who helped us in the neoliberal context’s analysis of current public evaluation policies. As a more obvious result, it was possible to perceive the test’s impacts for students and teachers, either because they interfered in teaching practice or because they psychologically affected the students involved.
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spelling NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDEPOLÍTICAS EDUCATIVAS NEOLIBERALES Y LA EVALUACIÓN EXTERNA: EXPERIENCIAS DEL SAERS EN ESCUELAS PÚBLICAS DE RIO GRANDEPOLÍTICAS EDUCACIONAIS NEOLIBERAIS E AVALIAÇÃO EXTERNA: EXPERIÊNCIAS DO SAERS EM ESCOLAS PÚBLICAS DE RIO GRANDEpolíticas educacionaisNeoliberalismoavaliação em larga escalaSAERSPolíticas educativasNeoliberalismoEvaluación a gran escalaSAERSEducational policiesNeoliberalismLarge scale assessmentSAERSThe present research, in a qualitative nature, aims to investigate the application’s reflections of Rio Grande do Sul School Performance Assessment System (SAERS) in six public schools in Rio Grande’s city, in the state of Rio Grande do Sul. To this end, it was supported by a methodological approach of Reflective Thematic Analysis (ATR) guided by Marques and Graeff’s (2022) and Souza’s (2019) studies. The data were produced between the months of December 2022 to March 2023, through questionnaires composed of six questions, which were in written answer by the 2nd and 5th grade of Elementary School’s teachers. There was also a documental analysis of Decree nº 56.679 that instituted the SAERS. The theoretical framework was based mainly on Afonso (2013), Harvey (2014) and Laval (2004) who helped us in the neoliberal context’s analysis of current public evaluation policies. As a more obvious result, it was possible to perceive the test’s impacts for students and teachers, either because they interfered in teaching practice or because they psychologically affected the students involved.Esta investigación de naturaleza cualitativa tiene como objetivo investigar los efectos de la aplicación del Sistema de Evaluación del Rendimiento Escolar de Rio Grande do Sul (SAERS) en seis escuelas públicas del municipio de Rio Grande, en el estado de Rio Grande do Sul. Para ello, se utilizó el enfoque metodológico del Análisis Temático Reflexivo (ATR) basado en los estudios de Marques y Graeff (2022) y Souza (2019). Los datos fueron recopilados entre diciembre de 2022 y marzo de 2023 a través de cuestionarios compuestos por seis preguntas, que fueron respondidas por escrito por 12 profesoras de 2º y 5º año de Educación Primaria. También se realizó un análisis del Decreto nº 56.679 que estableció el SAERS. El marco teórico se basó principalmente en las obras de Afonso (2013), Harvey (2014) y Laval (2004), quienes nos ayudaron a analizar el contexto neoliberal de las actuales políticas públicas de evaluación. Como resultado más evidente, se observaron impactos de la prueba en los estudiantes y docentes, ya sea porque afectaron la práctica docente o porque afectaron emocionalmente a los estudiantes involucrados.A presente pesquisa, de cunho qualitativo, tem como objetivo investigar os reflexos da aplicação do Sistema de Avaliação de Rendimento Escolar do Rio Grande do Sul (SAERS) em seis escolas públicas do município de Rio Grande, no estado do Rio Grande do Sul. Para tanto, contou com suporte metodológico da Análise Temática Reflexiva (ATR) orientada pelos estudos de Marques e Graeff (2022) e Souza (2019). Os dados foram produzidos entre os meses de dezembro de 2022 a março de 2023, através de questionários compostos por seis perguntas, que foram respondidas por escrito por 12 professoras de 2º e 5º ano do Ensino Fundamental. Realizou-se, também, uma análise documental do Decreto nº 56.679 que instituiu o SAERS. O referencial teórico baseou-se, principalmente, em Afonso (2013), Harvey (2014) e Laval (2004) que auxiliaram na análise do contexto neoliberal das atuais políticas públicas de avaliação. Como resultado mais evidente foi possível perceber impactos da prova para discentes e docentes, seja porque interferiram na prática docente ou porque abalaram psicologicamente os discentes envolvidos.Universidade Federal do Piauí2023-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/467110.26694/rles.v27i55.4671Languages, Education and Society; Vol. 27 No. 55 (2023): Linguagens, Educação e Sociedade; 1 - 24Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 55 (2023): Linguagens, Educação e Sociedade; 1 - 24Linguagens, Educação e Sociedade; v. 27 n. 55 (2023): Linguagens, Educação e Sociedade; 1 - 242526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/4671/4189Copyright (c) 2023 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessde Abreu Vicente, MagdaSilveira Oliveira, Juliana2023-12-27T20:51:58Zoai:periodicos.ufpi.br:article/4671Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-12-27T20:51:58Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE
POLÍTICAS EDUCATIVAS NEOLIBERALES Y LA EVALUACIÓN EXTERNA: EXPERIENCIAS DEL SAERS EN ESCUELAS PÚBLICAS DE RIO GRANDE
POLÍTICAS EDUCACIONAIS NEOLIBERAIS E AVALIAÇÃO EXTERNA: EXPERIÊNCIAS DO SAERS EM ESCOLAS PÚBLICAS DE RIO GRANDE
title NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE
spellingShingle NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE
de Abreu Vicente, Magda
políticas educacionais
Neoliberalismo
avaliação em larga escala
SAERS
Políticas educativas
Neoliberalismo
Evaluación a gran escala
SAERS
Educational policies
Neoliberalism
Large scale assessment
SAERS
title_short NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE
title_full NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE
title_fullStr NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE
title_full_unstemmed NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE
title_sort NEOLIBERAL EDUCATIONAL POLICIES AND EXTERNAL EVALUATION: SAERS EXPERIENCES IN PUBLIC SCHOOLS IN RIO GRANDE
author de Abreu Vicente, Magda
author_facet de Abreu Vicente, Magda
Silveira Oliveira, Juliana
author_role author
author2 Silveira Oliveira, Juliana
author2_role author
dc.contributor.author.fl_str_mv de Abreu Vicente, Magda
Silveira Oliveira, Juliana
dc.subject.por.fl_str_mv políticas educacionais
Neoliberalismo
avaliação em larga escala
SAERS
Políticas educativas
Neoliberalismo
Evaluación a gran escala
SAERS
Educational policies
Neoliberalism
Large scale assessment
SAERS
topic políticas educacionais
Neoliberalismo
avaliação em larga escala
SAERS
Políticas educativas
Neoliberalismo
Evaluación a gran escala
SAERS
Educational policies
Neoliberalism
Large scale assessment
SAERS
description The present research, in a qualitative nature, aims to investigate the application’s reflections of Rio Grande do Sul School Performance Assessment System (SAERS) in six public schools in Rio Grande’s city, in the state of Rio Grande do Sul. To this end, it was supported by a methodological approach of Reflective Thematic Analysis (ATR) guided by Marques and Graeff’s (2022) and Souza’s (2019) studies. The data were produced between the months of December 2022 to March 2023, through questionnaires composed of six questions, which were in written answer by the 2nd and 5th grade of Elementary School’s teachers. There was also a documental analysis of Decree nº 56.679 that instituted the SAERS. The theoretical framework was based mainly on Afonso (2013), Harvey (2014) and Laval (2004) who helped us in the neoliberal context’s analysis of current public evaluation policies. As a more obvious result, it was possible to perceive the test’s impacts for students and teachers, either because they interfered in teaching practice or because they psychologically affected the students involved.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4671
10.26694/rles.v27i55.4671
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4671
identifier_str_mv 10.26694/rles.v27i55.4671
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4671/4189
dc.rights.driver.fl_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Piauí
publisher.none.fl_str_mv Universidade Federal do Piauí
dc.source.none.fl_str_mv Languages, Education and Society; Vol. 27 No. 55 (2023): Linguagens, Educação e Sociedade; 1 - 24
Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 55 (2023): Linguagens, Educação e Sociedade; 1 - 24
Linguagens, Educação e Sociedade; v. 27 n. 55 (2023): Linguagens, Educação e Sociedade; 1 - 24
2526-8449
reponame:Linguagens, Educação e Sociedade (Online)
instname:Universidade Federal do Piauí (UFPI)
instacron:UFPI
instname_str Universidade Federal do Piauí (UFPI)
instacron_str UFPI
institution UFPI
reponame_str Linguagens, Educação e Sociedade (Online)
collection Linguagens, Educação e Sociedade (Online)
repository.name.fl_str_mv Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)
repository.mail.fl_str_mv revistales.ppged@ufpi.edu.br
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