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Advisor(s)
Abstract(s)
As avaliações externas compõem as políticas públicas educacionais brasileiras
implantadas a partir da década de 1990. No Estado de São Paulo, as avaliações
externas constituiram-se elementos inerentes à atividade escolar mediante a
implantação do Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo
(SARESP), impondo muitos desafios, de modo particular, aos gestores e professores. A
comunicação proposta, fruto de pesquisa em andamento no âmbito do mestrado, tem
como objetivo discutir as possíveis implicações e desafios enfrentados nas práticas
pedagógicas e administrativas de escolas públicas da rede estadual paulista que
oferecem o Ensino Fundamental I, particularmente duas escolas localizadas na
periferia da zona Sul da cidade de São Paulo, após a implementação do SARESP, em
2007. Nesta oportunidade, será privilegiada a discussão de dados da legislação e dos
documentos oficiais da Secretaria de Educação do Estado de São Paulo sobre o
SARESP. A análise é ancorada nos referenciais teóricos de Azanha, Frago e Escolano,
que têm contribuído para o mapeamento das práticas escolares, a partir do conceito
de cultura escolar e, de Catani e Gallego para a reflexão em relação à avaliação escolar.
Os estudos realizados até 2007 sinalizavam o SARESP como fator de indução sobre o currículo nas escolas, o que se concretizou nos textos legais elaborados pela Secretaria
de Estado da Educação de São Paulo. Já os estudos realizados após 2007 apontavam o
SARESP como orientador de práticas escolares e fator de legitimação das mesmas,
juntos às instituições de ensino.
Abstract: External evaluations comprise the educational policies implemented in Brazil from the 1990s. In São Paulo, external evaluations constituted elements are inherent to school through the implementation of the System of School Performance Evaluation of the State of São Paulo (SARESP), imposing many challenges, in particular, managers and teachers. The proposed communication, the result of ongoing research in the Masters, aims to discuss the possible implications and challenges in teaching practices and administrative public school state public offering elementary school, particularly two schools located on the outskirts of the south of the city of São Paulo, after the implementation of SARESP in 2007. This time, the discussion will turn to data legislation and official documents of the Department of Education of the State of São Paulo on SARESP. The analysis is grounded in the theoretical framework of Azanha, Frago and Escolano, which have contributed to the mapping of school practices, from the concept of school culture, and Catani and Gallego for reflection in relation to school evaluation. Studies to 2007 signaled SARESP factor induction on the curriculum in schools, which has resulted in legal texts downloaded from the Ministry of Education of São Paulo. The studies conducted after 2007 pointed SARESP school practices as guiding factor and legitimization of same, together with educational institutions.
Abstract: External evaluations comprise the educational policies implemented in Brazil from the 1990s. In São Paulo, external evaluations constituted elements are inherent to school through the implementation of the System of School Performance Evaluation of the State of São Paulo (SARESP), imposing many challenges, in particular, managers and teachers. The proposed communication, the result of ongoing research in the Masters, aims to discuss the possible implications and challenges in teaching practices and administrative public school state public offering elementary school, particularly two schools located on the outskirts of the south of the city of São Paulo, after the implementation of SARESP in 2007. This time, the discussion will turn to data legislation and official documents of the Department of Education of the State of São Paulo on SARESP. The analysis is grounded in the theoretical framework of Azanha, Frago and Escolano, which have contributed to the mapping of school practices, from the concept of school culture, and Catani and Gallego for reflection in relation to school evaluation. Studies to 2007 signaled SARESP factor induction on the curriculum in schools, which has resulted in legal texts downloaded from the Ministry of Education of São Paulo. The studies conducted after 2007 pointed SARESP school practices as guiding factor and legitimization of same, together with educational institutions.
Description
Keywords
Avaliação externa Avaliação da aprendizagem Práticas de ensino External evaluations Learning evaluation Teaching practice
Citation
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa