Avaliação em larga escala, gestão e qualidade de ensino em duas escolas públicas municipais

• Ano de defesa: 2014
• Autor(a) principal: Souza, Tiago Bittencourt de [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Escolas – Organização e administração; Ensino – Controle de qualidade; Escolas - Avaliação; School management and organization
• Link de acesso: http://hdl.handle.net/11449/110465

The main goal of the research was to analyze the impact of the evaluation policy in large-scale under the management of two municipal elementary public schools that reported a positive jump in large-scale assessments (IDEB 2011 compared to 2009). We analyzed how different members (parents, students, teachers, staff and management team) conceive the political relationship of the large-scale evaluation, management and quality of education and discuss the factors that contributed to the jump in the index, scoring limits and possibilities for the experience of a quality school. The research was performed in a qualitative research approach that held as methodological procedures, systematic observation in selected educational institutions, specially in teaching and / or meetings of collegiate bodies and auxiliary educational institutions, and the realization, transcription and analysis of nineteen semi-structured interviews with the management staff, parents, students, teachers and workers of the school. The schools are located in very different municipal education system, in a system there are only three municipal schools and in the other more than 30 schools. The school with the largest jump is located in the countryside while the second biggest jump in the urban area. Municipalities are also very different on the size and economy. For the analysis, we assumed the management concept as a means to the collective construction purposes (MACHADO, 2008; PARO, 1986; TEIXEIRA, 1968) and the negotiated quality (BONDIOLI, 2004 and FREITAS, 2005). We assumed that the large-scale evaluation policy presents a cycle and that, in the context of practice, the management system and the school has a little of independence for living such concepts (LIMA, 2011). Our analysis indicated that yes, within the municipal systems, there was this possibility, however, they chose to replicate the guidelines of the state...