Concepção, apropriação e perspectiva sobre a Prova Brasil em escolas da rede estadual de ensino de Minas Gerais

• Ano de defesa: 2017
• Autor(a) principal: Maxmuler Coelho Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Políticas públicas; Prática docente; SAEB/Prova Brasil; Avaliação formativa; Avaliação educacional; Avaliação educacional Minas Gerais; Educação; Indicadores educacionais Avaliação; Políticas públicas Educação Minas Gerais
• Link de acesso: http://hdl.handle.net/1843/BUBD-AQQFEY

The present study sought to investigate the possible influences of Prova Brasil [Brazil Exam] on the practice of teachers from the 9th grade of Elementary Education II of Minas Gerais State Public Educational System. In order to achieve this aim, we chose the socio-historical to identify at the social interactions that occur within the school, empirical evidences that help in understanding of conceptions, and meanings attributed by the teachers to the extern evaluation. The study methodology consisted of bibliographic, documental and field review, the latter was carried out by means of case studies carried out in two schools of the Public System. The data gathering was made through the use of questionnaires, interviews and participation on the pedagogical staff meetings. The theoretical referential involved researchers from the fields of public policies, educational evaluation and teacher practice, among which, we can name: Afonso (1999; 2009), Ball (2005; 2009), Bauer (2010), Bonamino(2002; 2012), Brooke (2008), Oliveira and Souza (2010; 2014), Gomes (2005; 2014; 2015), and Soligo (2010). The results indicate demands for investment on service training, at the teacher daily life for the appropriation of pedagogical results of Prova Brasil, since it is considered a diagnostic and formative source. We also highlight the emergency of a more articulated interaction between the teaching practices and the evaluation practices in the context of the school by the teachers, under the perspective of teacher protagonism; the adoption of innovating practices on the teaching process of curricular matters, that promote, consequently, a improvement on the development of the school and that ensure the students the right to learning and development.