CONCEPÇÕES E PRÁTICAS DE AVALIAÇÃO VIGENTES EM ESCOLAS PÚBLICAS: A INFLUÊNCIA DAS POLÍTICAS EDUCACIONAIS NO TRABALHO DOS PROFESSORES.

Abstract

This work consisted of research on the developments of the international organizations of guidelines adopted in the Brazilian educational policy, in the performance of schools and teachers, with regard to the practices of assessment of learning and its impact on quality of education. During investigation, were objects of study and analysis documents produced by international organizations like the World Bank and UNESCO, the MEC reference documents and the State Department of Education of Goiás and the data obtained from observation of schools and classrooms and interviews with administrators and teachers. The proposed research aims to: a) learn the relationship between the objectives and learning assessment procedures in the view of teachers; b) identify the forms of seizure and appropriation of the guidelines of systemic reviews and actions by directors, pedagogical coordinators and teachers; c) identify the consequences of the seizure and appropriation by teachers in the classroom and on student learning; d) the main strategies for the evaluation process and the work of teachers, whose guidelines are present in the educational policy of schools connected to the Department of Education of Goiás (Seduc - GO). Among the issues discussed in the research, in addition to reference documents, were used various authors who research on educational policies, teaching-learning and assessment of learning: Olinda Evangelista, Eneida Shiroma, Rosa Maria Torres, Abdeljalil Akkari, Bernard Charlot, Celso of S . Vasconcellos, Cipriano Luckesi, Gaudencio Frigotto, José Carlos Libâneo, Jussara Hoffmann, among others. Was used as a research field two public schools linked to the Department of Anapolis-GO Education. Data collection was conducted from June 2014 to November 2014, through observations, interviews with directors, managers, coordinators and teachers. The results brought to light strong features of international organizations of guidelines in the Brazilian educational policy and, in particular, the state of Goiás. The educational policies based on findings further empties the school curriculum, establish standardization of the learning process based on skills and skills. As a result, the aims of education shall be subject only to economic criteria, subject to scale assessment results, teachers have depleted their work as they become mere executors of external guidelines, students have their substandard academic training already education is limited to preparing students to meet standardized tests. Thus, educational policies deny students the cultural and scientific training that promote the development of intellectual abilities of students, training for citizenship and the overall development of personality.