A prática pedagógica e avaliativa de uma escola do interior paulista

• Autor(a) principal: Mello, Liliane Ribeiro de [UNESP]
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/122050
• topic: Education - Evaluation; Avaliação educacional; Educação e Estado; Pratica de ensino; Escolas - Organização e administração

Since the 90s decade, educational policies has emphasized the link between large-scale assessments and educational quality. Academic studies have pointed out the influence of these assessments in the school routine, especially when its results are related to “awards” for the educational institutions and for education professionals. Some of the consequences observed, was the competition in educational environment and adoption of external settled criteria to organize the pedagogical work planning. This research has as main objective, assay the pedagogical and assessment practices of an elementary state school in an inland city of São Paulo state, considered to be a quality school ranked in the IDESP (São Paulo Elementary Education Index) and IDEB (Brazil‟s Elementary Education Index) in 2011, focusing on classes of grade 5 of elementary school. It is a qualitative research, ethnographic, based in observations made in classrooms of grade 5 and in collective meetings at school, such as: Classes of Collective and Pedagogical Work, Planning, Elementary Education Class Council, Parents Meeting, Institutional Assessment and Saresp Reflections. Was also made a document analysis of Management Plan, Political-Pedagogical Project, Grade 5 Teaching Plan, School Report Cards of IDEB, IDESP and Prova Brasil; interviews with students and teachers of grade 5 and with the management team (School Coordinator, School Principal and Vice Principal). Considering that large-scale assessments can supply relevant information to schools and for public policies, this research problematizes the schooling which has being proposed trough this educational public policies which uses, in a managerialist way, the assessments to adjust and fit the “school production”. The educational complexity is liable of quantification and it‟s narrowed by the learning expectations settled externally. In relation to school chosen as study object, we observed that it‟s...