Monitoramento e gestão do ensino fundamental: práticas escolares em face de políticas indutoras

Abstract

This paper approached the monitoring of education as intra school practice, understood as the process of systematic monitoring of educational indicators in regular intervals of time, which deals with several statistical instruments which assess and control the educational quality. During the investigation, we performed the case study in the Padre José Valentim Municipal School with an aim to analyze the institutionalization of monitoring and its impact on the configuration management of the school, in order to answer how the monitoring of basic education takes shape in the school and with which implications in the school management. For this, we did participant observation at the teaching unit, documental analysis, analysis of the content of the interviews with school managers and the field notes. We also presented some statistical-educational indicators from IBGE, INEP/MEC, Campo Grande Municipal Secretariat, MS, and from the School itself. The results indicate that the observed school does the monitoring of basic education, teaching and educational actions and goals, referenced in external assessment, in the School’s PDE and in the project “All for Education”. In this process, the school actors produce/reproduce and use several instruments, whose features are next to those used by the Union and by the Municipal Educational Secretariat of Campo Grande, MS. The possible implications of these practices are: responsibilization of the school; social, political and professional pressure in achieving goals; accumulation of work for the school actors; little time for reflection and analysis; excess evaluations and tests; and biased work on the school management. We conclude that thelogic of the international monitoring of education quality – expressed in studies, researches and evaluations in large scale – has penetrated the Brazilian educational policy, and went on to the school, reorienting its dynamics and bringing implications to the school management. In this sense, the management in the observed school not only adheres to the monitoring externally induced, but also starts to create its own mechanisms to monitor the development of its basic education, seeking improvement, and also better results in external assessment.