A Política de Avaliação de Larga Escala e suas Implicações no Currículo do Estado do Paraná nos Anos 2011/2012 (Governo Beto Richa.
| Ano de defesa: | 2016 |
|---|---|
| Autor(a) principal: |
Silva Junior, Silvio Borges da
 |
| Orientador(a): | |
| Banca de defesa: |
Nogueira, Francis Mary Guimarães
,
Malanchen, Julia
,
Nunes, Odilon Carlos
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Parana
Foz do Iguaçu |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
|
| Departamento: |
Centro de Educação, Letras e Saúde
|
| País: |
BR
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br:8080/tede/handle/tede/2585 |
Resumo: | With the implementation of IDEB in 2007, which assigns grades to schools and to the school systems from the combination of the results of the Brazil Exam (Prova Brasil), applied to 5Th and 9TH years of elementary school and the SAEB for the 3rd year of high school, with the school performance rates, has noticed a major concern within schools to raise their rates. This is due, probably, to the fact that states and municipalities are using these notes to rank educational institutions, stimulating competition between them. In some places, it is offered bonuses to professionals in the schools who can raise the students grade education. One of the problems observed in this race to raise levels of schools is that teaching is increasingly focused on the content collected in Brazil Exam (Prova Brasil), and students have been subjected periodically to tests based on models of this test to familiarize them with the questions format. This has caused what many authors call curricular narrowing. The state of Paraná has an important history in the development of curricula based on pedagogical theories counter-hegemonic, with emphasis on comprehensive education and criticism of the human being for the transformation of reality. The first document of the state education network with this perspective was the Basic Curriculum for Public School of Parana, published in 1990, which had as its theoretical matrix dialectical historical materialism. Currently the official document that guides the teaching practice in schools are the Curriculum Guidelines Guiding the Basic Education of Paraná (Diretrizes Curriculares Orientadoras da Educação Básica do Paraná DCE's), published in 2008, and built collectively. From these considerations and observations made within the state schools as a teacher and educational policies adopted by the years for Paraná government, 2011 and 2012, you could see the influence of large-scale evaluation of policies in the network curriculum state of Paraná teaching. An example of this was the creation in 2012 of the Saep and reducing the workload of the History of disciplines, as Geography, Art and Physical Education to expand the number of Portuguese classes and Mathematics. In this context, the general objective of this research is to see whether, materially, there has been a change in the curriculum guidelines of Paraná, through large-scale assessment policy, with the aim of increasing the state's note in IDEB. |