A política de Accountability na educação básica e os efeitos da avaliação externa no ensino e na gestão escolar: um estudo no município de Santa Maria/RS

Abstract

The neoliberal policies has been characterized by the promotion of market mechanisms in the state, promoting privatizations and competitions between services and companies based on gestational principles concerned with the logic of effectiveness and efficiency. The current context indicates that the entry of accountability into educational policies, associated with mechanisms and forms of evaluation on a global scale, is a reality that cannot be denied or ignored. Therefore, the present research had as objective to analyze how the large scale evaluations of basic education influence public educational policies and what their effects on the performance of teachers and managers. The research was of a qualitative nature and has characterized by being documentary and bibliographical. The analysis of this study focused on the relationships between large scale evaluations, especially Prova Brazil, in educational management and in teaching work. The analysis of the policy of accountability in the educational context was carried out from the Policy Cycle Approach proposed by Stephen Ball et al. from the macrocontext (external and large-scale evaluations) to the microcontext (school and municipal secretariat of education). Within the established analysis, the context of the practice is highlighted - by articulating semi-structured interviews conducted in 4 municipal schools of Santa Maria-RS and with representatives of the Pedagogical Sector of the Municipal Education Secretariat (SMED). The cascade effect of evaluation policies, as they are organized, before contributing to an improvement in the quality of Brazilian education, impairs those schools that already suffer with variables that are not considered by such policies as socioeconomic status, geographical location, teacher training, among others. Basic education is increasingly congested by the context of external evaluations, which end up focusing directly on the school floor and reflecting not only on the work of teachers but on the management of schools.