Conceptions about external evaluation present in the narratives of teachers and students: a look at the Aprender Valor Program

• Autor(a) principal: Mattos, Kélli Renata Corrêa de
• Data de Publicação: 2022
• Outros Autores: Walczak, Aline Teresinha, Czekalski, Riceli Gomes, Amestoy, Micheli Bordoli, Rosa, Poliana Antunes da, Tolentino-Neto, Luiz Caldeira Brant de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/30347
• topic: Educação Financeira; Educação para o consumo; Mercado Educacional; Ensino.; Educación financiera; Educación del consumidor; Mercado educativo; Enseñando.; Financial education; Consumer education; Educational market; Teaching.

External and large-scale evaluations are consolidated in the current Brazilian context with great influence from globalization and the neoliberal perspective. In this sense, in 2020, a new assessment program began, known as Learning Value (AV), an initiative of the Central Bank of Brazil (BCB), which seeks to stimulate the development of skills and abilities in Financial Education (EF) and Consumer Education (EC) in Brazilian public school students. Thus, this research aims to analyze the conceptions of students and teachers of Elementary School in a school in Rio Grande do Sul, about the AV program. The methodological course traced, starts from a qualitative research, with a descriptive and exploratory bias, carried out from a questionnaire for teachers and students who participated in the AV program. The data produced were categorized, based on Bardin's Content Analysis. The results show different conceptions about the same evaluation process, and the categories that represent the students' conceptions are: I) Objective of the evaluation; II) Superficiality of contents and III) Preparation for evaluation. While the teachers' conceptions about the program were categorized into: I) Relevance of the Value of Learning; II) Teacher training and III) Approach to knowledge about Financial and Consumer Education. However, it was observed that students do not understand the role of these assessments and that teachers live with an overload of projects/programs without being able to appropriate the real intentions of these proposals.