Políticas públicas de avaliação e direito à educação de qualidade no Brasil

• Ano de defesa: 2017
• Autor(a) principal: Beserra, Ana Carolina Mantovani
• Orientador(a): Almeida, Silvio Luiz de
• Banca de defesa: Vellozo, Julio Cesar de Oliveira , Caldas, Camilo Onoda Luiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Direito Político e Econômico
• Departamento: Faculdade de Direito (FDIR)
• País: Brasil
• Palavras-chave em Português: políticas públicas de avaliação; qualidade; educação
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24056

It is known from the literature that Brazilian public education needs, and much, to improve its quality. In the year 2016, data of the World Economic Forum demonstrate that Brazil is in the last positions, one of the worst educations in the world. In the area of science, the country occupies the 133th position and in the overall ranking occupies the 131th, were evaluated 139 countries. It is necessary that there is a change more quickly, for this the Federal Constitution guarantees access to education compulsory and free, recognized as subjective public right. In this sense, the article 206, VII, brings the principle of minimum standard of educational quality, because it should be guaranteed the minimum to all students, whether at any level. The public policies for the evaluation of quality in Brazilian public education arose from the need to obtain data of school quality, to take the necessary decisions in public policy, aiming to reach the public education, improving the quality, management and other relevant goals. It is understood that in order to achieve the quality in public school it is necessary a set of elements, which are shown in the course of this research. Data indicate several factors that contribute to the improvement of the quality of teaching, as well as elements that cause it to fall. It is believed that in order to measure the level of quality is necessary assessments on a large scale based on parameters to verify the particularity of each educational institution, with the aim of taking measures for each case. In this way, public actions have already been implemented and others will be created to fulfill this agenda to achieve the quality of public education. It is demonstrated the methods of assessment of Basic Education that Brazil uses, they are the SAEB – Basic Education Assessment System and the ANRESC, or Brazil Test; Brazil Little Test; Education Development Plan - PDE; IDEB - Basic Education Development Index and Pisa that in English means: Program for International Student Assessment, which means in Portuguese Programa de Avaliação Internacional de Estudantes. A Systematization and mapping of many public policies assessment of education quality was done, to enrich the studies about the educational quality subject.