Avaliação externa na educação básica: implicações no trabalho pedagógico do professor

Abstract

The purpose of this study was to analyze the implications of public policies for external evaluation in teachers' pedagogical work. In order to do so, the theoretical-methodological contribution adopted was based on historical-dialectical materialism, mediated by documentary and bibliographic research, being considered, for purposes of analysis, the economic, political, social and cultural international and national scenario from the decade of 1980. The study was structured in two chapters, aimed at realizing the dialectical movement between the appearance and the essence of the subjects addressed. Initially, the process of implementing external evaluations in basic education was presented, which had (and has) the objective of quantifying educational quality in Brazil. Afterwards, the discussion was broadened while the contradictions that measured the objectives of external evaluations in basic education were presented. This discussion was fundamental for the next section, after conceptualizing teachers 'pedagogical work, to analyze the implications of external evaluations on teachers' work. As a result, it was found that the Brazilian education project presents, based on the adopted framework, a narrow vision of work and education, as well as educational quality, since these are based on the interests of capital. In this way, the pedagogical work of teachers, in the current scenario, aims to perpetuate the hegemony of capital, through the formation of workforce for future insertion in the production processes.