Processos de inclusão/exclusão escolar: análise do impacto da prova brasil na escolarização do público alvo da educação especial
Nenhuma Miniatura disponível
Data
2016-04-05
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This work discusses the issues related to the participation of the target audience of special education
in Prova Brasil, covering two state schools in the city of Goiânia-GO. It adopts the
historical-critical pedagogy and the cultural-historical theory as its theoretical frameworks.
We investigate the conditions of these students participation in Prova Brasil, considering the
special features arising from the deficiencies, global development disorders and high
skills/giftedness and also knowing that they are enrolled in regular rooms. In addition, it
makes explicit the articulations between the policies of inclusion and large-scale evaluation,
revealing the developments of the neotechnicist proposal in the field of special education. Finally,
it seeks to identify the proposals and/or alternatives suggested by teachers and managers
regarding to the demands brought by Basic Education Evaluation System (SAEB) in Brazil.
Based on the legal frameworks and academic production on inclusive education and largescale
assessments, we talk about the consequences of regulating and monitoring the quality of
education. We also show how the increased visibility of the Basic Education Development Index
(IDEB) and the vertical control of the results intensifies the competition between schools,
justifying mechanisms such as accountability, meritocracy and privatization of public education.
Moreover, from a documentary and bibliographic research, participant observation of
school routines and semi-structured interviews with managers, support staff and specialized
teachers, we underline the tensions and contradictions experienced by the establishments investigated
in reconciling two different models of evaluation and organization of pedagogical
work: the first, based on the recognition of diversity and on the flexibilization of curricular
contents, didactic resources and temporality; the second, founded on the homogenization of
students performance on standardized tests, in a classificatory and market perspective. Finally,
we evidence the coexistence between processes of inclusion/exclusion as a result from the use
of Prova Brasil for measuring the students performance in specific areas of the curriculum.
Considering the neoliberal context, we question the limits of the speech defending differences
and its power to confront the various forms of exclusion and marginalization of students with
disabilities and other special needs. In this perspective, we point out the possible contributions
of Participatory Institutional Assessment (PIA) – as an anti-regulatory strategy – on developping
socially referenced quality standards, which may provide support for the educational
work in inclusive schools.
Descrição
Palavras-chave
Citação
WITEZE, E. M. Processos de inclusão/exclusão escolar: análise do impacto da prova brasil na escolarização do público alvo da educação especial. 2016. 276 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2016.