Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT
Ano de defesa: | 2019 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Mato Grosso
Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | http://ri.ufmt.br/handle/1/4024 |
Resumo: | This research is part of the study of educational public policies, specifically those that deal with the question of the evaluation of basic education and its relations in a context of reforms and redefinition of the role of the Brazilian State through the scenario marked by the neoliberal ideas. In this study, we set out to analyze the Evaluation System of Municipal Education of Rondonópolis - SAEM, from the context of educational reforms of the 1990s, seeking to understand the conception of evaluation and the theoretical and methodological assumptions that underlie it. In this sense, we start with the following question: What is the evaluation logic underlying the SAEM, to analyze the education evaluation policy of the municipality of Rondonópolis, developed by SAEM? To deal with this question, we set as specific objectives: I) to identify the meanings attributed to evaluation by SAEM; II) analyze the evaluation concept underlying the SAEM; and III) discuss the use of the results of the evaluation by the Municipal Department of Education of Rondonópolis-MT, SEMED. The qualitative study was based on the theoretical and methodological assumptions of dialectical historical materialism. The research pointed out that the policy of the SAEM aims to overcome the conception of evaluation based on mechanisms of control and measurement of results by the evaluating State, but that needs to move forward, since this policy carries with it the remnants of an evaluation marked by the neoliberal system. This logic study is focused on the commercialization of education, whose objectives are to serve the labor market, based on lacunar patterns and processes, making local subjects - "teachers and students" - responsible for their [in]success, of the State and, in this case, the system. This goes beyond the rule of a policy that has been proposing a humanistic and emancipatory education and that has the evaluation as a guide to guide the entire educational process, from factors external to students' learning. The study also allowed us to observe that a policy focused on the logic of the market whose results serve as guidelines for the economic development of a given society, that contradicts the basic functions of education advocated in Federal Constitution/88 that are synthesized in the full training of the subject of citizenship and training for the labor market. Such assumptions reveal that the SAEM policy needs to progress significantly to break with this classificatory and exclusionary logic, through an emancipatory conception in which all subjects and other determinants are evaluated, aiming to seek answers to the problems presented. To do so, the research showed a careful reflection and many studies on the subject will provide the "deconstruction" of this neoliberal conception of education and evaluation, allowing us to understand the educational process as a form of emancipation human and to change the reality. |
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Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MTAvaliação da educaçãoPolítica educacionalSAEMCNPQ::CIENCIAS HUMANAS::EDUCACAOEducation evaluationEducational politicsLEAVEThis research is part of the study of educational public policies, specifically those that deal with the question of the evaluation of basic education and its relations in a context of reforms and redefinition of the role of the Brazilian State through the scenario marked by the neoliberal ideas. In this study, we set out to analyze the Evaluation System of Municipal Education of Rondonópolis - SAEM, from the context of educational reforms of the 1990s, seeking to understand the conception of evaluation and the theoretical and methodological assumptions that underlie it. In this sense, we start with the following question: What is the evaluation logic underlying the SAEM, to analyze the education evaluation policy of the municipality of Rondonópolis, developed by SAEM? To deal with this question, we set as specific objectives: I) to identify the meanings attributed to evaluation by SAEM; II) analyze the evaluation concept underlying the SAEM; and III) discuss the use of the results of the evaluation by the Municipal Department of Education of Rondonópolis-MT, SEMED. The qualitative study was based on the theoretical and methodological assumptions of dialectical historical materialism. The research pointed out that the policy of the SAEM aims to overcome the conception of evaluation based on mechanisms of control and measurement of results by the evaluating State, but that needs to move forward, since this policy carries with it the remnants of an evaluation marked by the neoliberal system. This logic study is focused on the commercialization of education, whose objectives are to serve the labor market, based on lacunar patterns and processes, making local subjects - "teachers and students" - responsible for their [in]success, of the State and, in this case, the system. This goes beyond the rule of a policy that has been proposing a humanistic and emancipatory education and that has the evaluation as a guide to guide the entire educational process, from factors external to students' learning. The study also allowed us to observe that a policy focused on the logic of the market whose results serve as guidelines for the economic development of a given society, that contradicts the basic functions of education advocated in Federal Constitution/88 that are synthesized in the full training of the subject of citizenship and training for the labor market. Such assumptions reveal that the SAEM policy needs to progress significantly to break with this classificatory and exclusionary logic, through an emancipatory conception in which all subjects and other determinants are evaluated, aiming to seek answers to the problems presented. To do so, the research showed a careful reflection and many studies on the subject will provide the "deconstruction" of this neoliberal conception of education and evaluation, allowing us to understand the educational process as a form of emancipation human and to change the reality.Essa nossa pesquisa se insere no campo de estudos sobre as políticas públicas educacionais, especificamente as que versam sobre a questão da avaliação da educação básica e suas relações em um contexto de reformas e de redefinição do papel do Estado brasileiro mediante o cenário marcado pelo ideário neoliberal. Neste estudo, nos propusemos a analisar o Sistema de Avaliação do Ensino Municipal de Rondonópolis – SAEM, a partir do contexto das reformas educacionais da década de 1990, buscando compreender a concepção de avaliação e os pressupostos teórico-metodológicos que o fundamenta. Neste sentido, partimos da seguinte indagação: Qual é a lógica de avaliação subjacente ao SAEM, para analisar a política de avaliação da educação do município de Rondonópolis, desenvolvida pelo SAEM? Para tanto, estabelecemos como objetivos específicos: I) identificar os sentidos atribuídos à avaliação pelo SAEM; II) analisar a concepção de avaliação subjacente ao SAEM; e III) discutir o uso dos resultados da avaliação por parte da Secretaria Municipal de Educação de Rondonópolis-MT, a SEMED. O estudo, de cunho qualitativo foi fundamentado nos pressupostos teóricometodológicos do materialismo histórico dialético. A pesquisa apontou que a política do SAEM se propõe a superar a concepção de avaliação baseada em mecanismos de controle e mensuração de resultados por parte do Estado avaliador, mas que necessita avançar, pois que esta política carrega consigo resquícios de uma avaliação marcada pela lógica neoliberal. Lógica esta, focada na mercantilização da educação, cujos objetivos são para atender o mercado de trabalho, baseada em padrões e processos lacunares, fazendo com que os sujeitos locais – “professores e alunos”, sejam responsabilizados pelo seu [in]sucesso, desconcentrando as responsabilidades do Estado e nesse caso, do sistema. Isto foge à regra de uma política que vem propondo uma educação humanística e emancipatória e que tem a avaliação como subsídio para orientar todo o processo educativo, desde os fatores externos até as aprendizagens dos estudantes. O estudo nos permitiu observar que uma política focada para a lógica do mercado, cujos resultados servem de orientativos para o desenvolvimento econômico de determinada sociedade, contraria as funções básicas da educação preconizadas na Constituição Federal/88 que são sintetizadas na formação plena do sujeito, a formação para a cidadania e a formação para o mercado de trabalho. Tais pressupostos revelam que a política do SAEM necessita avançar expressivamente para romper com essa lógica classificatória e excludente, por meio de uma concepção emancipatória na qual todos os sujeitos e demais determinantes sejam avaliados, visando buscar resposta aos problemas apresentados. Para tanto, a pesquisa mostrou que, uma reflexão cuidadosa e muitos estudos acerca da temática irão proporcionar a “desconstrução” dessa concepção neoliberal de educação e avaliação, permitindo-nos compreender o processo educativo como forma de emancipação humana e de transformação da realidade.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisSantos, Ivanete Rodrigues doshttp://lattes.cnpq.br/5282830494613557Santos, Ivanete Rodrigues dos378.054.601-91http://lattes.cnpq.br/5282830494613557Baldan, Merilin315.234.868-13http://lattes.cnpq.br/1459099126062848378.054.601-91Santos, Catarina de Almeida780.381.971-00http://lattes.cnpq.br/5082833181682586Rocha, Simone Albuquerque da138.091.800-68http://lattes.cnpq.br/6364731326374137Santos, Erliete da Silva2023-04-24T19:04:36Z2019-09-022023-04-24T19:04:36Z2019-07-02info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSANTOS, Erliete da Silva. Política de avaliação: o sistema de avaliação do ensino municipal de Rondonópolis-MT. 2019. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2019.http://ri.ufmt.br/handle/1/4024porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-04-27T07:02:15ZRepositório InstitucionalPUB |
dc.title.none.fl_str_mv |
Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT |
title |
Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT |
spellingShingle |
Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT Santos, Erliete da Silva Avaliação da educação Política educacional SAEM CNPQ::CIENCIAS HUMANAS::EDUCACAO Education evaluation Educational politics LEAVE |
title_short |
Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT |
title_full |
Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT |
title_fullStr |
Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT |
title_full_unstemmed |
Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT |
title_sort |
Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT |
author |
Santos, Erliete da Silva |
author_facet |
Santos, Erliete da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Santos, Ivanete Rodrigues dos http://lattes.cnpq.br/5282830494613557 Santos, Ivanete Rodrigues dos 378.054.601-91 http://lattes.cnpq.br/5282830494613557 Baldan, Merilin 315.234.868-13 http://lattes.cnpq.br/1459099126062848 378.054.601-91 Santos, Catarina de Almeida 780.381.971-00 http://lattes.cnpq.br/5082833181682586 Rocha, Simone Albuquerque da 138.091.800-68 http://lattes.cnpq.br/6364731326374137 |
dc.contributor.author.fl_str_mv |
Santos, Erliete da Silva |
dc.subject.por.fl_str_mv |
Avaliação da educação Política educacional SAEM CNPQ::CIENCIAS HUMANAS::EDUCACAO Education evaluation Educational politics LEAVE |
topic |
Avaliação da educação Política educacional SAEM CNPQ::CIENCIAS HUMANAS::EDUCACAO Education evaluation Educational politics LEAVE |
description |
This research is part of the study of educational public policies, specifically those that deal with the question of the evaluation of basic education and its relations in a context of reforms and redefinition of the role of the Brazilian State through the scenario marked by the neoliberal ideas. In this study, we set out to analyze the Evaluation System of Municipal Education of Rondonópolis - SAEM, from the context of educational reforms of the 1990s, seeking to understand the conception of evaluation and the theoretical and methodological assumptions that underlie it. In this sense, we start with the following question: What is the evaluation logic underlying the SAEM, to analyze the education evaluation policy of the municipality of Rondonópolis, developed by SAEM? To deal with this question, we set as specific objectives: I) to identify the meanings attributed to evaluation by SAEM; II) analyze the evaluation concept underlying the SAEM; and III) discuss the use of the results of the evaluation by the Municipal Department of Education of Rondonópolis-MT, SEMED. The qualitative study was based on the theoretical and methodological assumptions of dialectical historical materialism. The research pointed out that the policy of the SAEM aims to overcome the conception of evaluation based on mechanisms of control and measurement of results by the evaluating State, but that needs to move forward, since this policy carries with it the remnants of an evaluation marked by the neoliberal system. This logic study is focused on the commercialization of education, whose objectives are to serve the labor market, based on lacunar patterns and processes, making local subjects - "teachers and students" - responsible for their [in]success, of the State and, in this case, the system. This goes beyond the rule of a policy that has been proposing a humanistic and emancipatory education and that has the evaluation as a guide to guide the entire educational process, from factors external to students' learning. The study also allowed us to observe that a policy focused on the logic of the market whose results serve as guidelines for the economic development of a given society, that contradicts the basic functions of education advocated in Federal Constitution/88 that are synthesized in the full training of the subject of citizenship and training for the labor market. Such assumptions reveal that the SAEM policy needs to progress significantly to break with this classificatory and exclusionary logic, through an emancipatory conception in which all subjects and other determinants are evaluated, aiming to seek answers to the problems presented. To do so, the research showed a careful reflection and many studies on the subject will provide the "deconstruction" of this neoliberal conception of education and evaluation, allowing us to understand the educational process as a form of emancipation human and to change the reality. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-02 2019-07-02 2023-04-24T19:04:36Z 2023-04-24T19:04:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SANTOS, Erliete da Silva. Política de avaliação: o sistema de avaliação do ensino municipal de Rondonópolis-MT. 2019. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2019. http://ri.ufmt.br/handle/1/4024 |
identifier_str_mv |
SANTOS, Erliete da Silva. Política de avaliação: o sistema de avaliação do ensino municipal de Rondonópolis-MT. 2019. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2019. |
url |
http://ri.ufmt.br/handle/1/4024 |
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por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT |
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