Avaliação em larga escala: Prova Brasil interfaces com o contexto escolar

Abstract

This study, from the State, Educational Policies and Institutions Research Line, has as its object the large-scale evaluation developed by the federal government, focusing on the Brazil Test applied to the ninth year of elementary education, as a public policy that directs the actions of the State concerned to Brazilian basic education in the neoliberal context. The general objective is to know and analyze the implications and developments of the Brazil Test in schools of the state public network, based on the practice of the school manager. The specific objectives are to discuss and understand the large-scale evaluation in Brazil, highlighted by theoretical assumptions; analyze the dynamics of Prova Brasil in the 12 schools surveyed; to identify the interferences of Prova Brasil in the practice of the director and its interfaces in the school context. The main theorists pointed out are Afonso (2005), to discuss evaluation policies with the evaluating / regulating State, against the inconsistencies of educational reforms; Ball (2011) that points out the dilemmas of educational policies with the figure of the school director and managerial culture; Bianchetti (2005), which states on the effects of neoliberalism on education policies; Souza (2003) discusses the different views on the evaluation and diffusion of the administrative and pedagogical autonomy of the school; Perrenoud (1999) advocates an evaluation that articulates the interest of the State and society with standards of scientific and democratic quality, among others. The research is justified by the need to analyze the meritocratic logic, which engenders competition and dispute, competing for mere results with an end in themselves. The state public policies are thought of in the neoliberal model, that counts on the governmental actions directed to the basic education. The problematic since study is occupied in analyzing the unfolding of Prova Brasil in the pedagogical practice of the manager / school of the metropolis of Goiás. Which is unfolded in the following questions: what type of citizen do you want to train based on the evaluative principles? What is the role of evaluation in citizen education? Who cares about an education that ignores the stages of the educational process? What are the developments of Prova Brasil in the pedagogical practice of the dual manager / school coordinator of the state public network of the metropolis of Goiás? How can the directors of Brazilian schools contribute to the emancipation of students in the context of management for results? Is it possible for the school manager to develop a practice that reconciles the effective learning of students with performance referenced by social quality? The hypotheses point to the cut of the PB assessment applied to the ninth year of elementary education in basic education, which supposes to fulfill the knowledge requirements established for the continuation of the studies. Neoliberal managerial culture compromises educational thinking that tends to surrender the mark of systematic idealism of large-scale evaluation. The practices of managers and coordinators are directly related to the teaching-learning process, therefore, this pedagogical double can develop new skills with multiple and complex functions in the school space. Thus, the work divided into three chapters shows that the evaluative results themselves must be rethought in pedagogical practice for the recovery of the true meaning of evaluation