Avaliação externa e qualidade da educação básica: concepções e práticas em disputa
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2020-11-12
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Universidade Federal de Goiás
Resumo
This work presents the results of a master's research that aimed to investigate the influence of
external evaluation policies on a large scale, in particular the one that gives rise to IDEB, in the
construction of teachers' quality conceptions, considering that this is a polysemic concept that is
directly related to the subjects' worldview, in addition to the conceptions of education, purposes,
and educational principles. The subjects of this research were teachers from seven public schools
in Aparecida de Goiânia (GO). We seek to answer the following research question: Do the external
evaluations that give rise to IDEB influence the conceptions of quality of education constructed by
teachers of basic education? If so, how? The general objective of this work is to understand if, and
how the large-scale external evaluation policy that gives rise to IDEB is appropriated by teachers
in the construction of their conceptions of quality in education. Besides, we seek to contextualize
the emergency scenario of external evaluations and their relationship with the quality of education;
characterize the legal framework that underpins the basic education assessment policy and
understand what is the concept of quality of education prevalent in this policy; investigate how the
relationship between quality of education and external evaluation on a large scale basis is being
addressed in academic production; understand the relationship between large-scale external
evaluation and quality of education in the view of the teachers involved in the study; and to
understand to what extent teachers take ownership of the concept of quality that the large-scale
external evaluation policy translates. The proposal for the creation of IDEB (INEP/MEC, 2007)
considers that the results of large-scale external evaluation, associated with school flow (failure,
approval and dropout rates), are adequate data to assess the quality of education, while several
authors and researchers question the ability of external assessments to reflect the educational
situation, as Silva (2008), Casassus (2013), Afonso (2007), Freitas (2007), among others, that
consider that this model of assessment is insufficient to assess the complex quality of education.
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SOUZA, T. T. S. Avaliação externa e qualidade da educação básica: concepções e práticas em disputa. 2020. 108 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2020.