Efeitos das avaliações externas na administração escolar: controle e emancipação da educação básica
Abstract
The theme of this dissertation refers to external evaluations, its object was the effects
of these evaluations on school administration. The general objective was to analyze
the effects of external evaluations on the administration of Brazilian public schools from
2000 to 2019, based on articles published by The Brazilian Journal of Education Policy
and Administration - RBPAE. The specific objectives were to configure these effects
and to understand their main directions about managerial and/or emancipatory
aspects. The investigation was developed within the scope of the Study and Research
Group on School Organization: Democracy, Human Rights and Manager Training –
DEFORGES. It was a qualitative and documentary investigation, having content
analysis as a methodology. The choice for articles published by RBPAE was because
school educational administration and educational policies make up, for the most part,
its scope. The investigated problem was: How are the effects of external evaluations
configured in the administration of Brazilian public schools? The hypothesis was that
external evaluations, the result of neoliberal educational policies, have as one of their
functions to control and regulate school life, in favor of the implementation of official
curricula and the success of schools in terms of performance indicators. Through the
analysis carried out, the effects of external evaluations on the administration of public
schools were grouped into the following thematic axes: accountability; curriculum
adequacy; student learning; possibilities for emancipation; quality of education and
teacher regulation. The results allow us to affirm that external evaluations can
contribute to the improvement of school administration in an emancipatory perspective.
They can lead school teams to rethink their practices, for example, adhering to
innovative actions for genuine school inclusion; adapting official curricula according to
the specific needs and demands of certain schools, groups and/or students;
composing a concept of social quality of education for each school, considering internal
and external indicators; seeking equity in the provision and distribution of socially
referenced quality education; and, investing in training in and for each school. These
courses of action indicate that school administration can be built through the
communicative rationality that structures education towards social justice.
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