Avaliação educacional e a organização do trabalho escolar: polissemias e desafios de integração!?

Abstract

The present dissertation arises from the restlessness, as a professional, in the monitoring of schools, with performance results that needed to improve compared to the national average. First, the question that guided the work was to know if Educational Assessment is in the service of learning of the educational community and how the evaluation data arrive in two schools in the city of Manaus and are interpreted by the same. We define as main objective, to analyze the implications of the External Educational Evaluation in the Organization of School Work (and in the Pedagogical Practice) in the Initial Years of Elementary School, considering the relationship between the results of the performance and the evaluation of the learning. The documentary and qualitative approach allowed us to reflect on the ways in which external evaluation comes to school, through the tests, the dissemination of its results, the mediations engendered by the management of the school system in schools. With the documentary approach, we come back to study, categorize and analyze the official documents of the Inep and the Secretary of Education, configurator of the empirical field of research. With the qualitative approach, we carried out dialogues in two schools linked to a municipal education system, using the procedures of the Content Analysis approach and the Lefreve and Lefreve Collective Subject Discourse (2010), with the teachers and students of the 4th and 5th grades Year of the Initial Years of Elementary Education. And, by Crewell (2014) that points out the mixed qualitative investigation, helped us in the analysis of the contextual questionnaires. The concept of Educational Evaluation was articulated with reference to several authors, such as Luiz Carlos de Freitas (2002, 2003, 2007, 2013, 2014), Bernadete Gatti and Heraldo Viana, Adriana Bauer (2013), in the historical and political and reflective part we have had Horta Neto (2009, 2013, 2016, 2017, 2018), Sandra Zaika Souza (2012, 2013, 2016) and Bonina (1999, 2002, 2012, 2016), Dirce de Freitas 92007). Nilma Fontanive (2013) for the pedagogical questions, Klein (2013) on the methodological questions of the instruments and the analysis of the contextual questionnaires Soares (2001; 2003; 2004; 2007; 2014; 2016). Evaluation and the relationship with the curriculum we have in Sacristán (1998, 2011, 2017).