Banca de DEFESA: ISAIAS JULIO DE OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ISAIAS JULIO DE OLIVEIRA
DATE: 29/11/2021
TIME: 09:00
LOCAL: Plataforma de Webconferência
TITLE:

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KEY WORDS:

SAEPE, Educational assessment, Accountability.

PAGES: 170
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This text is the final product of an investigation centered on the analysis of the Educational Assessment System of Pernambuco - SAEPE, focusing on strategies for regulating teaching practice in high schools in the municipality of Abreu e Lima, in that state, between February 2018 and June 2021. The methodology used is based on the historical-critical approach of Gasparin (2005) and Saviani (2005); discourse analysis, led by philosopher Michel Pêcheux (1975) and Orlandi (2012), translates into theory and methodology to understand the research information. As it is the analysis of a public policy, it is supported by the theoretical approaches of Frey (2000) and Manairdes (2006). The empirical field of research consists of three state public high schools located in the central region of the city of Abreu e Lima/PE, which identify the strategies used by the Educational Evaluation System of Pernambuco - SAEPE in the implementation of the policy. public assessment. As evaluation is understood as social research, discourse as a process that articulates language and history as a path that brings with it the historicity of the facts narrated, when observing what SAEPE proposes, in line with the general objective of the research, the basic research question is: The dynamics of SAEPE, from the perspective of educational accountability, can lead to the standardization of teaching and learning processes to achieve the objectives proposed by large-scale external evaluations, even if they do not establish a dialogue with the curriculum of the school units? Given the reflections raised both by the methodological theoretical contribution and by the personal and professional experiences of the researcher, it can be concluded that the dynamics of this policy beckons meritocracy - bonuses and sanctions - attributed to the performance of education professionals, which discredits an effective assessment of teaching and learning. The subjects' discourse shows a strong interference of this government policy in the daily life of schools, given the importance given to indices and results to the detriment of the set of teaching and learning processes. Furthermore, the evaluation system as an educational policy translates into a discursive and practical change in the standards of educational action in Pernambuco, not meaning a positive contribution to raising the quality of education, with regard to the educational praxis developed in the investigated educational institutions.

BANKING MEMBERS:
Interno - 7347393 - ANTONIO CABRAL NETO
Interna - 1646204 - LUCIANE TERRA DOS SANTOS GARCIA
Externo à Instituição - LUIZ ALBERTO RIBEIRO RODRIGUES - UPE
Interna - 128.611.381-49 - MAGNA FRANCA - UFRN
Externo à Instituição - MARCIO ADRIANO DE AZEVEDO - IFRN
Presidente - 019.991.844-91 - MARIA APARECIDA DE QUEIROZ - UFRN
Externa à Instituição - MARIA APARECIDA DOS SANTOS FERREIRA - IFRN