Avaliação dos efeitos do sistema permanente de avaliação da educação básica do Ceará (SPAECE-ALFA) no ciclo de alfabetização em uma escola no município de Aquiraz-CE

• Ano de defesa: 2025
• Autor(a) principal: Silva, Silvia Regina Costa da
• Orientador(a): Ferreira Junior, Lucelindo Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/81687

This research aimed to evaluate the Permanent System for the Evaluation of Basic Education in Ceará (SPAECE-ALFA) in the Literacy Cycle of the Francisca da Silva Monteiro Municipal Elementary School (EMEF), in the city of Aquiraz-CE. The Literacy Cycle corresponds to the first three years of Elementary School, a crucial period for the development of reading and writing skills. Thus, the aim was to understand how professionals involved in the context of this evaluation perceive SPAECE-ALFA, in terms of its effects on the Literacy Cycle. To carry out the investigation, the evaluative perspective of the Logical Framework Methodology (MML) was used, supported by documentary analysis, bibliographic review and data collection through questionnaires and semi-structured interviews. For data analysis, the Content Analysis method was used, with stages of pre-analysis, exploration of the material and data treatment. As a result, the Problem Tree was structured, using the Logical Framework Methodology. This systematic approach allowed us to identify that SPAECE-Alfa, although relevant, generates an excessive focus on results, curricular reduction, teacher overload, disregard for the local context, stigmatization of students and neglect of the real pedagogical needs of a class and/or school context. Based on these results, an Objectives Tree was structured, making it possible to suggest actions to mitigate the problems inherent in the preparation and application format of the Permanent Assessment System (SPAECE-ALFA), with the intention of minimizing the impacts on children in the Literacy Cycle and the school community.