O estado-avaliador no financiamento do ensino fundamental: um olhar sob o enfoque da accountability aplicada à educação em municípios do Corede Produção/RS

• Autor(a) principal: Santos, Sandra Regina Toledo dos
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://tede.upf.br:8080/jspui/handle/tede/1825
• topic: Política pública; Avaliação; Ensino fundamental; Estado; Aprendizagem; CIENCIAS HUMANAS::EDUCACAO

This thesis has been developed aiming to contribute to the discussions about the mechanisms contained in the performance of the Evaluative State, by means of education applied accountability. The research done was supported by the procedures that intended to meet the transparency of information, the control wielded by the State in the assessment of educational policies and the performance presented by the primary school. The study came to pass based on the results investigated in seven cities of the Corede Produção/RS (Regional Development Council), between 2012 and 2017. In this context, the theme handled is linked to the education financing and is related to the line of research of the Educational Policies from the Education Graduate Program, in conjunction with the University of Passo Fundo. The research methodology applied was a qualitative approach, with an exploratory nature and documentary database consultation, formed by an intentional non-probability sampling. The theoretic base that supports this thesis is grounded in the works of the researcher and professor Dr. Almerindo Janela Afonso (2000; 2001; 2010a; 2010b; 2011; 2013; 2016). In them, it is possible to find countless contributions given by him dealing with the fact that, accountability in Education must promote the continuous learning, through public policies capable of generating more elevated degree of teaching quality, as the studied triad intertwines. The selected indicators to compose this study were: in transparency, the transparency ranking (TR); in control, the MDE (Teaching Maintenance and Development) index and the indicator of adequacy to teacher’s formation (IAFD) and, finally, in the performance of primary school, the indicators of the approval index, from the IDEB (Basic Education Development Index) (first and final years), from the IDESE (Socioeconomic Development Index) and the Firjan index (IFDM) (Firjan Index of Municipal Development). The indicatives pointed out by the research allowed to form a panorama about the theme, culminating in the proposal of the Termômetro da Accountability (TA) (Accountability Thermometer), expressed in colors, to reveal the level in which each city is in, regarding the classifications generated by the selected indicators to illustrate the reality found. Under this light, it became evident in the performance of the Evaluative State, inconsistencies within the alignment between the results found, since having goodparameters of transparency and control metrics did not always reflected in the expected teaching performance, even when connected to macro indices that denote the condition of local development. Hence, it has been observed an inconsistency between what it has been declared in the implanted methodologies and the achievement of more elevate degrees in teaching quality, not establishing a relation between the nexus given by Afonso’s theory and the triad here represented. Lastly, the current model here illustrated, in regards to the Evaluative State, requires the implementation of public policies aiming for the qualitative advancement of primary school. Thus, the State must promote the achievement of the proposed indices and the institutionalization of enhancing assessment metrics, based on continuous learning, stemming from the results generated by accountability practices present in the educational context.