O uso dos resultados do SIMAVE e suas possíveis implicações para gestores escolares e professores: o caso das escolas públicas de Formiga - MG

• Ano de defesa: 2013
• Autor(a) principal: Liliane Cecilia de Miranda Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Trabalho docente; Avaliação educacional; SIMAVE MG; Políticas de responsabilização; Educação; Escolas Organização e Administração; Educação e estado; Professores Participação na administração; Avaliação educacional Minas Gerais; Programas de aperfeiçoamento escolar; Políticas públicas
• Link de acesso: http://hdl.handle.net/1843/BUOS-9AYK5D

This research sought to understand the perception of school managers and teachers municipal and State public schools on the assessments that form part of the Evaluation of Public Education System - SIMAVE. Wanted to know how their results are used and what are the implications of this use in daily life and at work. In principle, the official discourseemphasized, the use of a diagnostic approach SIMAVE and training to support the work in schools and the formulation of public policies. However, in the course of their deployment, other purposes were standing out. Through the dissemination of its results, and the use ofthese as one of the indicators for the productivity Award, initiated a process of accountability that has caused effects both in schools and in the health of education professionals. With the method of analysis of the Political cycle and the theoretical framework of the educational setting and articulation/regulation of speech were analysed the international, national and local influences on State policies. The way the school subjects interact (and react) with speeches and political standards, as well as with the implementation of program strategies in schools, were also object of analysis. To this end, the research covered documentary survey and bibliography regarding, as well as empirical work carried out with the use of questionnaires, interviews and observation. Five school units were investigated in Formiga MG who participated in the survey "teaching in basic education in Brazil"-2009/2010, coordinated by the Group of studies on educational policy and Educational Work-GESTRADO/FaE/UFMG. The results point to a change in the school routine and in the work of educational professionals, who came to get her bearings for goals and results leading to the realization of a set of tasks that lead to the intensification of the work. We observed differentunderstandings about the use of the results of evaluations, uses implicit and explicit. It was also found that managers of higher instance (secretariats, Offices), focus on the products or results of the agreement, within the "Management Shock" policy of the Government of MinasGerais. For school managers and teachers, the implications noted, among others, were: the increased demand (forms, meetings, projects), evaluations, the insufficient time to analyze the results and intervene arousing feeling of senselessness of the assessments, the focus of thepedagogical work in the ratings and in training, the loss of autonomy, loss of motivation, frustration, stress, illness and wear, accountability, feeling of guilt, intensification of the work. In General, the use of evaluations in the context and conditions examined, affect the subjectivities and working conditions, leading to situations of abandonment of the profession.