A carregar...
Publicação
Avaliações externas da aprendizagem : Perspectivas de especialistas, decisores políticos e docentes brasileiros
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 8.53 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A avaliação externa da aprendizagem dos alunos vem, ao longo de várias décadas, se desenvolvendo, ocupando assim, um lugar de destaque e sendo alvo de críticas por uns e de aprovação por outros. Um campo ainda cheio de controvérsias. No Brasil, essa avaliação está presente há, aproximadamente 30 anos, vindo a se expandir, significativamente, depois da implementação do SAEB – Sistema de Avaliação da Educação Básica. Nesse início, desenvolveu-se como uma ferramenta política, para dirigir o sistema e verificar a qualidade da educação. Com o passar dos anos, uma cultura avaliativa foi implementada, nos estados e municípios, principalmente, depois da implementação da Prova Brasil, começando a se desenvolver a função pedagógica. Entretanto, o desenvolvimento dessas funções, os múltiplos propósitos que a avaliação externa vem desempenhando, sua baixa credibilidade e utilização, seus efeitos controversos, evidenciam a necessidade de mais estudos nessa área. Essa pesquisa buscou discutir a avaliação externa da aprendizagem dos alunos, com base na apreciação de diferentes intervenientes no processo educativo. Assim, em um primeiro momento, realizou-se uma revisão teórica, com base na literatura nacional e internacional da área de avaliação da aprendizagem e avaliação externa. Em seguida, desenvolveu-se uma análise descritiva de documentos e relatórios técnicos das avaliações, desenvolvidas no Rio de Janeiro, desde o âmbito internacional, passando pelas avaliações nacionais, até chegar nas locais, que compreendem as avaliações desenvolvidas pelo estado e município. A pesquisa empírica foi desenvolvida em duas partes. Na parte qualitativa, foram realizadas 22 entrevistas ao todo, com especialistas, decisores políticos e professores da educação básica. A parte quantitativa foi empregada de forma a completar a pesquisa qualitativa. Dessa forma, foram aplicados 124 questionários a professores da rede municipal do Rio de Janeiro. Os resultados demonstraram que há uma maior referenciação da função política da avaliação externa, principalmente, no que diz respeito à característica somativa. Há pouco desenvolvimento da avaliação externa formativa, mesmo que seja considerada por todos os intervenientes como um instrumento relevante para o processo de ensino e aprendizagem. Em conclusão, esta pesquisa identificou alguns fatores que parecem estar a dificultar o desenvolvimento da avaliação externa, principalmente, no que tange à sua função pedagógica formativa.
The external evaluation of student learning has been developing for quite a few decades, thus occupying a prominent place and being criticized by some and approved by others. A field still full of controversy. In Brazil, this assessment has been present for approximately 30 years, and has expanded significantly after the implementation of the SAEB - Basic Education Assessment System. In the beginning, it developed as a political tool to run the system and to verify the quality of education. Over the years, an evaluative culture was implemented in the states and municipalities, especially after the implementation of Prova Brasil, beginning to develop the pedagogical function. However, the development of these functions, the multiple purposes that external evaluation has been performing, their low credibility and use, their controversial effects, highlight the need for further studies in this area. This research aimed to discuss the external assessment of students' learning, based on the appreciation of different actors in the educational process. Thus, at first, a theoretical review was conducted, based on the national and international literature in the area of learning assessment and external assessment. Then, a descriptive analysis of documents and technical reports of the evaluations developed in Rio de Janeiro, from the international level, through the national evaluations, until the local ones, comprising the assessments developed by the state and municipality. The empirical research was developed in two parts. In the qualitative part, 22 interviews were conducted, all in all, with specialists, policy makers and teachers of basic education. The quantitative part was used in order to complete the qualitative research. Thus, 124 questionnaires were applied to teachers of the city network of Rio de Janeiro. The results showed that there is a greater referencing of the political function of external evaluation, especially regarding the summative characteristic. There is little development of formative external assessment, even if it is considered by all stakeholders as a relevant tool for the teaching and learning process. In conclusion, this research has identified some factors that seem to be hindering the development of external evaluation, especially regarding its formative pedagogical function.
The external evaluation of student learning has been developing for quite a few decades, thus occupying a prominent place and being criticized by some and approved by others. A field still full of controversy. In Brazil, this assessment has been present for approximately 30 years, and has expanded significantly after the implementation of the SAEB - Basic Education Assessment System. In the beginning, it developed as a political tool to run the system and to verify the quality of education. Over the years, an evaluative culture was implemented in the states and municipalities, especially after the implementation of Prova Brasil, beginning to develop the pedagogical function. However, the development of these functions, the multiple purposes that external evaluation has been performing, their low credibility and use, their controversial effects, highlight the need for further studies in this area. This research aimed to discuss the external assessment of students' learning, based on the appreciation of different actors in the educational process. Thus, at first, a theoretical review was conducted, based on the national and international literature in the area of learning assessment and external assessment. Then, a descriptive analysis of documents and technical reports of the evaluations developed in Rio de Janeiro, from the international level, through the national evaluations, until the local ones, comprising the assessments developed by the state and municipality. The empirical research was developed in two parts. In the qualitative part, 22 interviews were conducted, all in all, with specialists, policy makers and teachers of basic education. The quantitative part was used in order to complete the qualitative research. Thus, 124 questionnaires were applied to teachers of the city network of Rio de Janeiro. The results showed that there is a greater referencing of the political function of external evaluation, especially regarding the summative characteristic. There is little development of formative external assessment, even if it is considered by all stakeholders as a relevant tool for the teaching and learning process. In conclusion, this research has identified some factors that seem to be hindering the development of external evaluation, especially regarding its formative pedagogical function.
Descrição
Palavras-chave
Avaliação externa da aprendizagem dos alunos Políticas educacionais Qualidade da Educação External assessment of student learning Educational policies Quality of Education