Results of research on large-scale evaluation policies in education and its impacts on school

Detalhes bibliográficos
Autor(a) principal: Fernandes, Claudia de Oliveira
Data de Publicação: 2018
Outros Autores: Nazareth, Henrique Dias Gomes de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/32906
Resumo: This article has as theoretical background the debate about the social role of school education, because, when choosing to research the policies of large scale evaluation and its impacts on school, we are driven by anxieties of changes in social and school reality, by the indignation at school failure and by the latent willingness to make visible the existing democratic experiences of education. The text presents results of research carried out within the research group, discussing the repercussions of the large scale tests for the daily life of schools in the city of Rio de Janeiro, focusing on the practices of the teachers. It also uncovers the wiles and tactics (Certeau, 2008) that take place in schools when the results of the large-scale tests are associated with bonus policies, with emphasis on meritocracy. Such tactics are revealed in many ways. In particular, we highlight the practice observed in the schools surveyed that, in order to increase their performance indices, the teaching staff communicates to those responsible for children with special educational needs that they can stay at home on the days of the external examinations. This measure reveals how the external evaluation policy when associated with bonus policies greatly affects the social role of the school. The studies can not be generalized, as they are case studies, but reveal important issues for the field of evaluation in its relation with the social role of school education.
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spelling Results of research on large-scale evaluation policies in education and its impacts on schoolResultados de investigaciones sobre las políticas de evaluación a gran escala en educación y sus impactos en la escuelaResultados de pesquisas sobre as políticas de avaliação em larga escala em educação e seus impactos na escolaEvaluationEveryday school lifeMeritocratic policies.Evaluación a gran escalaVida escolar cotidianaPolíticas meritocráticas.avaliação em larga escalacotidiano escolarpolíticas meritocráticasThis article has as theoretical background the debate about the social role of school education, because, when choosing to research the policies of large scale evaluation and its impacts on school, we are driven by anxieties of changes in social and school reality, by the indignation at school failure and by the latent willingness to make visible the existing democratic experiences of education. The text presents results of research carried out within the research group, discussing the repercussions of the large scale tests for the daily life of schools in the city of Rio de Janeiro, focusing on the practices of the teachers. It also uncovers the wiles and tactics (Certeau, 2008) that take place in schools when the results of the large-scale tests are associated with bonus policies, with emphasis on meritocracy. Such tactics are revealed in many ways. In particular, we highlight the practice observed in the schools surveyed that, in order to increase their performance indices, the teaching staff communicates to those responsible for children with special educational needs that they can stay at home on the days of the external examinations. This measure reveals how the external evaluation policy when associated with bonus policies greatly affects the social role of the school. The studies can not be generalized, as they are case studies, but reveal important issues for the field of evaluation in its relation with the social role of school education.El presente artículo tiene como telón de fondo teórico el debate acerca del papel social de la educación escolar, pues, al optar por investigar las políticas de evaluación a gran escala y sus impactos en la escuela, estamos impulsados por anhelos de cambios de la realidad social y escolar, por la indignación frente a los cuadros de fracaso escolar y por la latente voluntad de visibilizar las experiencias democráticas de educación existentes. El texto presenta resultados de investigaciones realizadas en el ámbito del grupo de investigación, discutiendo las repercusiones de los exames a gran escala para el cotidiano de escuelas del municipio de Río de Janeiro, con foco en las prácticas de las (los) profesoras (es). También desvela las astucias y tácticas (CERTEAU, 2008) que se suceden en las escuelas cuando los resultados de las pruebas a gran escala se asocian a las políticas de bonificación, con énfasis en la meritocracia. Tales tácticas se revelan de muchas formas. En particular, destacamos la práctica observada en las escuelas investigadas que, con el propósito de aumentar los índices de desempeño de las mismas, el equipo docente comunica a los responsables de los niños con necesidades educativas especiales que ellas pueden permanecer en casa en los días de los exámenes externos. Esta medida revela cuánto la política de evaluación externa cuando está asociada a políticas de bonificación afecta sobremanera el papel social de la escuela. Los estudios no pueden ser generalizados, pues son estudios de caso, pero revelan cuestiones importantes para el campo de la evaluación en su relación con el papel social de la educación escolar.O presente artigo tem como pano de fundo teórico o debate acerca do papel social da educação escolar, pois, ao optar por pesquisar as políticas de avaliação em larga escala e seus impactos na escola, somos impulsionados por anseios de mudanças da realidade social e escolar, pela indignação frente aos quadros de fracasso escolar e pela latente vontade de visibilizar as experiências democráticas de educação existentes. O texto apresenta resultados de investigações realizadas no âmbito do grupo de pesquisas, discutindo as repercussões dos testes de larga escala para o cotidiano de escolas do município do Rio de Janeiro, com foco nas práticas das(os) professoras (es). Desvela também as astúcias e táticas (CERTEAU, 2008) que acontecem nas escolas quando os resultados dos testes de larga escala ficam associados às políticas bonificação, com ênfase na meritocracia. Tais táticas se revelam de muitas formas. Em especial, destacamos a prática observada nas escolas pesquisadas que, com o intuito de aumentar os índices de desempenho das mesmas, a equipe docente comunica aos responsáveis pelas crianças com necessidades educativas especiais que elas podem permanecer em casa nos dias dos exames externos. Essa medida revela o quanto a política de avaliação externa quando associada a políticas de bonificação afeta sobremaneira o papel social da escola. Os estudos não podem ser generalizados, pois são estudos de caso, mas revelam questões importantes para o campo da avaliação na sua relação com o papel social da educação escolar.Universidade Federal de Santa Maria2018-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3290610.5902/1984686X32906Special Education Magazine; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 893-906Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 893-906Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 893-9061984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/32906/pdfCopyright (c) 2018 Revista Educação Especialinfo:eu-repo/semantics/openAccessFernandes, Claudia de OliveiraNazareth, Henrique Dias Gomes de2018-10-09T17:18:15Zoai:ojs.pkp.sfu.ca:article/32906Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2018-10-09T17:18:15Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Results of research on large-scale evaluation policies in education and its impacts on school
Resultados de investigaciones sobre las políticas de evaluación a gran escala en educación y sus impactos en la escuela
Resultados de pesquisas sobre as políticas de avaliação em larga escala em educação e seus impactos na escola
title Results of research on large-scale evaluation policies in education and its impacts on school
spellingShingle Results of research on large-scale evaluation policies in education and its impacts on school
Fernandes, Claudia de Oliveira
Evaluation
Everyday school life
Meritocratic policies.
Evaluación a gran escala
Vida escolar cotidiana
Políticas meritocráticas.
avaliação em larga escala
cotidiano escolar
políticas meritocráticas
title_short Results of research on large-scale evaluation policies in education and its impacts on school
title_full Results of research on large-scale evaluation policies in education and its impacts on school
title_fullStr Results of research on large-scale evaluation policies in education and its impacts on school
title_full_unstemmed Results of research on large-scale evaluation policies in education and its impacts on school
title_sort Results of research on large-scale evaluation policies in education and its impacts on school
author Fernandes, Claudia de Oliveira
author_facet Fernandes, Claudia de Oliveira
Nazareth, Henrique Dias Gomes de
author_role author
author2 Nazareth, Henrique Dias Gomes de
author2_role author
dc.contributor.author.fl_str_mv Fernandes, Claudia de Oliveira
Nazareth, Henrique Dias Gomes de
dc.subject.por.fl_str_mv Evaluation
Everyday school life
Meritocratic policies.
Evaluación a gran escala
Vida escolar cotidiana
Políticas meritocráticas.
avaliação em larga escala
cotidiano escolar
políticas meritocráticas
topic Evaluation
Everyday school life
Meritocratic policies.
Evaluación a gran escala
Vida escolar cotidiana
Políticas meritocráticas.
avaliação em larga escala
cotidiano escolar
políticas meritocráticas
description This article has as theoretical background the debate about the social role of school education, because, when choosing to research the policies of large scale evaluation and its impacts on school, we are driven by anxieties of changes in social and school reality, by the indignation at school failure and by the latent willingness to make visible the existing democratic experiences of education. The text presents results of research carried out within the research group, discussing the repercussions of the large scale tests for the daily life of schools in the city of Rio de Janeiro, focusing on the practices of the teachers. It also uncovers the wiles and tactics (Certeau, 2008) that take place in schools when the results of the large-scale tests are associated with bonus policies, with emphasis on meritocracy. Such tactics are revealed in many ways. In particular, we highlight the practice observed in the schools surveyed that, in order to increase their performance indices, the teaching staff communicates to those responsible for children with special educational needs that they can stay at home on the days of the external examinations. This measure reveals how the external evaluation policy when associated with bonus policies greatly affects the social role of the school. The studies can not be generalized, as they are case studies, but reveal important issues for the field of evaluation in its relation with the social role of school education.
publishDate 2018
dc.date.none.fl_str_mv 2018-10-09
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 http://periodicos.ufsm.br/educacaoespecial/article/view/32906
10.5902/1984686X32906
url http://periodicos.ufsm.br/educacaoespecial/article/view/32906
identifier_str_mv 10.5902/1984686X32906
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/32906/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 893-906
Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 893-906
Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 893-906
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
_version_ 1799944201330229248

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