A política educacional de avaliação da aprendizagem em larga escala: relatos de experiência em uma escola pública estadual (de Ubajara-CE) entre 2022 e 2023

• Ano de defesa: 2024
• Autor(a) principal: Sousa, Raiane Lima de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Sistema Permanente de Avaliação da Educação Básica do Ceará; Avaliações externas; Política educacional; Avaliação educacional; SPACE; External assessments; Educational policy; Educational assessment; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/80096

This study investigates the educational policy of large-scale learning assessment, focusing on the impact of the Ceará Permanent Basic Education Assessment System (SPAECE) in a state public school in Ubajara-CE, between the years 2022 and 2023. The problem The main objective is to understand how the results of external evaluations influence pedagogical practices and school management, in addition to identifying the challenges and needs of students and teachers. The objective of the research was to analyze SPAECE data and examine the perception of the various school groups involved in this process, including students, teachers, managers and the Secretary of Education, regarding the evaluation process. The methodology adopted was In-Depth Assessment, using focus groups to obtain a detailed qualitative analysis of the participants' experiences and perceptions. This approach made it possible to capture more completely the impacts of educational policies in the local context. The results indicate that, although SPAECE plays a relevant role in identifying areas for improvement, there is a significant need for pedagogical support and continued training, especially in subjects such as Mathematics. The data revealed that, despite the recognized importance of assessments, pedagogical practices still lack more personalized interventions and continuous support.