Proposição de ações para recuperação da aprendizagem nas escolas prioritárias

• Ano de defesa: 2014
• Autor(a) principal: Assumpção, Elides
• Orientador(a): Bioto-Cavalcanti, Patricia Aparecida
• Banca de defesa: Almeida, Julio Gomes de , Souto, Rosiley Aparecida Teixeira , Taveira, Adriano Salmar Nogueira e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: BR
• Palavras-chave em Português: avaliação externa; avaliação da aprendizagem em processo; gestão escolar; recuperação da aprendizagem
• Palavras-chave em Inglês: external evaluation; evaluation of learning process; school management; retrieval of learning
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/783

This research aims to investigate what the Priority Schools, those considered by the Department of Education of the State of São Paulo (SP-ESS) as units of educational vulnerability, have performed in an attempt to provide recovery opportunities for students with learning gap and get better performance in the School Performance Assessment System of the State of São Paulo (SARESP). It is also contemplated the analysis of the impact of the actions proposed by SEE-SP in the daily of the schools, focusing on instruments of Learning Evaluation in Process. To meet the purpose of this study, we opted for a qualitative approach and methodologies of data collection, observation and structured interviews. The data analysis is done based in authors who are dedicated to the study of the issue of external assessment systems, the implementation of educational policies and school management processes in conjunction with the provisions of laws and official documents of the SEE-SP. The data obtained indicate the need, first, greater ownership of the principles and methodologies of SARESP by all involved in the educational processes developed in school, and mechanisms for management of educational outcomes, by managers, and second, alignment between the intentions of the SEE-SP and the needs of schools.