O Ideb nas escolas da rede municipal de ensino de Jataí-GO: qualidade, avaliação e interferências
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2014-02-28
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Universidade Federal de Goiás
Resumo
This research has attempted to understand the reality experienced by municipal schools in
Jataí - GO, regarding possible interference caused by the Basic Education Development Index
(Ideb). In this sense, we analyzed the results submitted by public schools from Jataí,
identifying changes in compliance with established goals, in particular those relating to the
organization, school management and teaching practice. It tried to further comprise: a) how
Ideb was received by the municipal schools in Jataí; b) what has changed in schools with the
new content, c) what actions were planned and achieved by schools and the municipal
education system to improve the score obtained in Ideb and d) what are the conceptions,
perceptions and evaluations of school subjects (directors, coordinators and teachers) regarding
the creation of Ideb, the quality of education and possible interference of this index in school
evaluation. The research process included theoretical and conceptual research on the subject
of study and also examination of policies, programs, actions, legal frameworks indicators on
the primary education starting from the 1990s. The research involved 27 municipal
elementary schools in Jataí. Questionnaires and semi-structured interviews were used as
instruments to collect the data. We interviewed three directors selected from schools that
showed the highest score, lowest and median in Ideb in 2009, and also the pedagogical
advisor of the initial series from the the Municipal Department of Education in Jataí.
Answered the questionnaires coordinators and teachers of the three chosen schools that work
in elementary school, and also the other directors of municipal schools (urban and rural). The
data from the empirical research allowed examining how the subjects of schools conceive,
perceive and evaluate the interference of educational policies and, above all, the Ideb in the
organization and management of schools. It was initially carried out a theoretical study on
basic education in Brazil, especially on the elementary school, from the years 1990 to 2013,
with the intention to verify the actions and the logic of current educational policy in this
period. In this context, we aimed to discuss and understand the concepts and conceptions of
education, quality and evaluation, especially evaluation of basic education, aiming to grasp
what is being produced about the tests, exams and indices established in the country, as well
as its potential impact on education systems and public schools. It was also examined some of
the indicators that demonstrate the reality of education in Goiás and Jataí, especially those that
focus on fundamental teaching and Ideb. It can be stated that the application of Ideb triggered
some changes and actions in the municipal schools of Jataí, intending to achieve the goals set
out in Ideb. Even without being specifically directed to that end, these interferences have
contributed to those targets to be met. The organization and management also felt the effects
of this index, since other forms of assessment wereoperationalized in the school context and
projects, actions and pedagogical activities were created with the purpose of improving
student performance. It was observed, in general, that it is necessary to rethink the
standardized evaluation model that is not presenting more effective contributions for schools
sample, as merely informing the achievement or non-achievement of targets, without allowing
a more effective understanding of the dimensions, variables and aspects that affect the
teaching-learning process and the development of students. This thesis was supervised by
Professor João Ferreira de Oliveira, on the search line State, Policy and History of Education,
on the Graduate Program in Education at the FederalUniversity of Goiás.
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ASSIS, Renata Machado de. O Ideb nas escolas da rede municipal de ensino de Jataí-GO: qualidade, avaliação e interferências. 2014. 302 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2014.