Políticas de avaliação em larga escala e o contexto da prática em municípios de pequeno porte do estado do Paraná (2005/2013)

Abstract

This research focuses on the way large-scale evaluations reverberate in the context of practice, taking as empirical space five small cities (with up to 10 thousand inhabitants) of the state of Paraná. Its theoretical-methodological approach considers that policies develop in contexts of dispute, contemplating arenas, places and groups of interest. In this thesis, the context of influence is characterized by the history of implementation of evaluation policies in federal and state spheres and by the context of practice; it focuses on actions developed in school settings. The main goal of this thesis was to analyze the relation between large-scale evaluation policies and the policies developed in small cities, in order to verify how they reverberate in the context of school practice; the specific objectives were: (a) to verify the social and educational indicators of each city in which the research was carried, in the period between 2005 and 2013; (b) to describe the school management strategies and its implications for the context of practice; (c) to identify the educational policies developed in municipal level, in order to promote improvements in IDEB in the period between 2005 and 2013; and (d) to understand how policies in federal and state levels reverberate in municipal policies. The collection of data focused in actions developed in school environments, by means of 25 interviews with directors, pedagogical coordinators and teachers from schools that participated in, at least, one of the cycles of Prova Brasil, in the period between 2005 and 2013. NVivo 11 was used to analyze and organize the material obtained during these interviews. As results, the research points the fragilities of the statistics when they are presented as a reflection of educational reality, which happens when educational networks and society take IDEB as the only or main tool for indicating education quality, disregarding the specificities of each place and homogenizing social and educational characteristics. It also shows that, even in small cities, performativity and managerialism permeate the context of practice, involving actions related to the meeting of large-scale evaluations' specificities. However, there is opposition from professionals so that these principles are not decisive in school pedagogical practice. Great concern with the learning of students is verified, as well as the development of projects and after-school activities, although the large-scale evaluation results are not ignored.