Ensino, Educação Básica e Formação de Professores

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Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

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URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Assunto "Avaliação externa"

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    Políticas de avaliação externa, com foco na gestão escolar no interior da escola: reflexões e desafios
    (Universidade Federal do Espírito Santo, 2023-08-16) Rodrigues, Flávia Teixeira do Amaral Goncalves; Martins, Raisa Maria de Arruda; http://lattes.cnpq.br/0330124122903433; https://orcid.org/0009-0006-6352-9501; http://lattes.cnpq.br/1853860651975253; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Ferenc, Alvanize Valente Fernandes
    The research aimed to analyze the repercussion of the external evaluation policies of the state network of Espírito Santo for school management, within the school. This is due to the prominence that these policies have been gaining in education, from the national context, through the state context, to the interior of the school. In the state of Espírito Santo, over the years, it has gained centrality, subsidizing educational policies, by linking their results to the quality of education. The emphasis on school management as a participant in the investigation is due to its mediation in the process of implementing these policies within the school. Therefore, this research is considered in addition to the school manager, it includes pedagogues from different shifts at the school. To enable this investigation, it was based on the literature on two descriptors of external evaluation policies and school management, considered, therefore, the structuring axes, which supported the investigation. As a contextualization of the object in question was necessary, a historical review was carried out, based on the consolidation of the educational reform of 1990, a year also known as the milestone of external evaluation policies in Brazil. Starting from a macro context, to a micro context within the school, in a qualitative methodological perspective, it was developed through a case study using different instruments, such as document analysis, semi-structured interviews and diaries. field, bringing the analysis of data triangulation that reverberated in the results of this investigation. These had their support in the theoretical framework, evidenced when we entered the school with emphasis on two authors, Luiz Carlos de Freitas (2018), with his debate in relation to business reform, bringing Vitor Henrique Paro's concept of school management into dialogue (2012), in its relationship with the purpose of education. In order to meet the proposed objective, we are guided by specific objectives such as characterizing the evaluation policies of the state education network, understanding school management regarding these policies, as well as their actions and relationships within the school. To this end, we encounter challenges, given the countless demands that business logic has been proposing for education. Assessment policies arrive by reducing assessment into descriptors, monitoring and aligning actions as a focus to achieve the goals established in the search for a supposed quality education. In the midst of this movement, accountability policies are emerging, linked to financing policies, with competitiveness and ranking. A limited discourse for education has been built alongside external evaluation policies and their demands, thus charging a high price for education.