Sistema de Avaliação Educacional de Pernambuco - SAEPE como estratégia de avaliação e responsabilização : evidências em escolas estaduais de ensino médio

• Ano de defesa: 2021
• Autor(a) principal: Oliveira, Isaias Júlio de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Avaliação educacional; Sistema de Avaliação Educacional de Pernambuco; Responsabilização educacional; Responsabilização; Neoliberalismo; Gerencialismo; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/49157

This text is the final product of an investigation focused on the analysis of the Educational Assessment System of Pernambuco - SAEPE, focusing on the regulation of teaching practice in state high schools in that state, carried out between February 2018 and June 2020. The investigation aims to analyze largescale external evaluation as an educational policy strategy in the last thirty years. This policy, according to Castro (2011), has been guided by the new public, managerial management, which imposes control over school agents, and, therefore, educational accountability for school success and/or failure. As a methodology, it adopts the historical-critical approach based on Gasparin (2005) and Saviani (2005); and discourse analysis, with the French philosopher Michel Pêcheux (1975) and Orlandi (2012); as theory and methodology is associated with the socio-historical approach, it translates discourse as a process that articulates language and history, signaling the historicity attributed to the subjects' discourse, which is not always transparent, otherwise it is carried by illusions about reality, or namely, by ideology. As this is a research on public policy in education, it is based on the theoretical approaches of Figueiredo and Figueiredo (1986), Souza (2006), Frey (2000), Ball and Bowe (1992) and Manairdes (2006). It adopts as procedures, documental research, supported by Cellard (2008), associated with field research, according to Brandão (2000). The empirical field is formed by three state public high schools in the central region of Abreu e Lima/PE, on which SAEPE strategies are identified and analyzed in the dynamics that were imprinted on school policy. In the analysis of the propositions of this system, according to the objective of the research, it is questioned whether its dynamics induces the standardization of the teaching and learning processes to achieve what large-scale external evaluations intend, even if these do not dialogue with the curriculum of the state of Pernambuco for high school units. Reflections on documents, personal and professional experiences of the researcher and the other research subjects, supported by the theoretical and methodological support, point to conclusions of having, in the dynamics of SAEPE, meritocracy recognized through bonuses and sanctions attributed to the performance of professionals of education. This purpose is exclusively associated with the indices and evaluation results of only two subjects in the curriculum. Therefore, it discredits the full concept of curriculum that involves all areas of knowledge, experiences and experiences of students. In this sense, the subjects' discourse brings evidence of government policy interference in teaching work that can lead to the uniformization of teaching and learning processes, as it does not dialogue with the curricular matrix of the Pernambuco State Department. Thus, the SAEPE as an educational policy is suggestive of a discursive change in the patterns of educational action, but it does not represent an effective contribution to raising the quality of education, with regard to educational praxis in state high schools in evidence.