Gestão democrática e os desdobramentos da(s) política(s) de avaliação da educação básica: sentidos sobre qualidade do ensino

Abstract

Imbricated by public policies in education the management, told, democratic, reconfigures itself from a discursive appealing of quality, applying this idea to the extent where there is a new dynamic of management education in the country. There is a set of assessment regarding the quality of education that arises, through government policies and governmental actions aimed to articulate best results in the assessments, the school management is challenged to organize and be responsible for the quality of education , and thus, the speech is that it is for the school through the "autonomy" and "decentralization" placed, draw projects that allow a better quality of education and a better position in international rankings. Thus, questions about the realization of policy evaluation in the school, for instance, the look to the political circumstances is to understand its ramifications in both the macro (school systems) and in micro (school) educational management. Thus, it is considered the measures of the public policy of the government as the Education Development Plan (PDE), which reinforces the use of the Index of Basic Education Development (IDEB) to assess and convey the quality of education. Through the speeches of four teachers / school managers from two public institutions of Basic Education of Santa Maria / RS, there is a regulatory nature and imposing school management. It should be noted then that the meaning of democracy is fragile in some respects, but also there are possibilities of counter-hegemonic practices towards a participatory democracy, minimizing a representative democracy. Thus, the quality of education discusses the assessment policy as being measured by means of evidence and speeches by school managers to maximize function and a dimension of social responsibility to the school, then, to build a quality education.