As Influências das avaliações externas e em larga escala sobre as práticas docentes: percepções de professoras dos anos iniciais do ensino fundamental da rede estadual de Dourados-MS

Abstract

This Master's Thesis in Education is linked to the research line Education Policies and Management and the Research Group on Educational Management and Policy (GEPGE) of the Posgraduate Degree in Education of the Faculty of Education at the Federal University of Grande Dourados. The objective was, through the research, to answer the question: How does the application of the tests that result in Índice de Desenvolvimento da Educação Básica (IDEB) influence the teacher's performance in the classroom? From this general question, the research unfolded on the following questions: What are the perceptions of teachers about external evaluation? How do they appropriate the results of large-scale assessments in order to pedagogically guide their practice in the classroom? How are IDEB results treated by teachers in their activities at school? Do they link assessment in the teaching and learning process with IDEB results? In order to answer this question, the general objective was to analyze the influence of national external assessment policies on the practices of teachers in the Elementary School of two state schools in the city of Dourados-MS. For that, it uses a qualitative approach, bibliographical survey, documental research and semi-structured interviews. Two institutions with different paths were chosen, but identical results in the 2017 and 2019 IDEB, one with high performance since the first results of this evaluation and the other with growth throughout the editions. Teachers are considered to have an active participation in the development of assessment practices within educational spaces, as they are responsible for applying external and large-scale assessments, as well as the daily assessment of student performance. This teaching stage was chosen because the 5th grade classes are submitted to the Prova Brasil assessments, generating greater responsibility for the aforementioned classes. It sought to understand the context of external evaluations and the implications for teaching professionals. It was found that the teachers resist or even deny the influences of external evaluations on their pedagogical practices; conversely, it was observed that the influences are present in the educational context, and that even in the face of evidence they are naturalized. There was a concern on the part of teachers to separate classes, prepare simulations and/or study similar content to those charged in editions of previous external evaluations. In this sense, there is evidence of a management of the education system that encourages competition between institutions, which also interferes with the routine in the classroom. Teachers are now concerned with preparing students for assessments, further enhancing the competitive scenario. These practices contribute to a narrowing of the curriculum, with a focus on the subjects of Portuguese and Mathematics, and a growing accountability of education professionals for the IDEB results.