Usos das avaliações externas em larga escala em escolas da rede municipal de ensino de Campinas: relações com a avaliação institucional participativa
Carregando...
Tipo
Artigo
Classficação
Nível teórico
Data
2021
Autores
Objetivos de Desenvolvimento Sustentável
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-24
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
105
jan./dez.
46
105
jan./dez.
Coleções
Resumo
O artigo apresenta uma pesquisa que teve por objetivo analisar as repercussões da política de Avaliação Institucional Participativa (AIP) no uso das avaliações externas por escolas da Rede Municipal de Ensino de Campinas (RMEC). Quatro escolas com diferentes cenários de enraizamento da AIP foram acompanhas e seus Orientadores Pedagógicos e professores foram entrevistados. Foram consideradas as análises das avaliações externas presentes nos Projetos Pedagógicos, os tempos e espaços destinados para a discussão dessas avaliações e as práticas pedagógicas adotadas. Percebe-se que o uso das avaliações externas para favorecer a formação humana ainda é uma aprendizagem a ser desenvolvida mesmo pela escola com processos potencializados de AIP.
This article presents a research that aimed to analyze the repercussions of Participative Institutional Assessment (AIP) policies in the use of large scale external evaluation by schools of the Municipal Education Network of Campinas (RMEC). Four schools with different rooting scenarios of AIP policies were followed, and the observations had a descriptive-analytical focus. There was also an analysis of the Pedagogical Projects (PP) and semi-structured interviews with Pedagogical Advisors and teachers from grades evaluated by Provinha Brasil and Prova Brasil. These interviews were submitted to a content analysis. This way, the developed analysis considered the information on PP, the times and spaces destined to discuss external evaluations and the pedagogical practices of each institution. Articulating these diverse data, it can be noticed that even in schools with the most empowered AIP process, the large scale external evaluation directs some of the practises, signalizing that the critical and purposeful use of those valuations still is a learning to be developed
This article presents a research that aimed to analyze the repercussions of Participative Institutional Assessment (AIP) policies in the use of large scale external evaluation by schools of the Municipal Education Network of Campinas (RMEC). Four schools with different rooting scenarios of AIP policies were followed, and the observations had a descriptive-analytical focus. There was also an analysis of the Pedagogical Projects (PP) and semi-structured interviews with Pedagogical Advisors and teachers from grades evaluated by Provinha Brasil and Prova Brasil. These interviews were submitted to a content analysis. This way, the developed analysis considered the information on PP, the times and spaces destined to discuss external evaluations and the pedagogical practices of each institution. Articulating these diverse data, it can be noticed that even in schools with the most empowered AIP process, the large scale external evaluation directs some of the practises, signalizing that the critical and purposeful use of those valuations still is a learning to be developed
Descrição
Palavras-chave
Avaliação externa em larga escala, Avaliação institucional participativa, Projeto pedagógico, Large scale external evaluation, Participatory institutional evaluation, Pedagogical project
Citação
FERRAROTTO, Luana. Usos das avaliações externas em larga escala em escolas da rede municipal de ensino de Campinas: relações com a avaliação institucional participativa. Educação (UFSM), Santa Maria, RS, v. 46, n. 105, p. 1-24, jan/dez. 2021. https://doi.org/10.5902/1984644443882. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/43882. Acesso em: 2022-07-20