Avaliação em larga escala e qualidade da educação: políticas educacionais em cinco municípios do oeste do Paraná

Abstract

The present study has the objective of analyzing the educational public policies of large scale evaluation and the quality of education in five municipalities in the Western Region of Paraná and seeks to understand the process of construction of municipal educational policies. It has as theoretical-methodological approach the qualitative research and the analyzes consider that the policies are manifested in contexts of particular ideological disputes. It uses as a theory of policy analysis the Policy Cycle formulated by Ball, considering the Context of Results or Effects. The main objective was to analyze the educational public policies of large-scale evaluation and the quality of education from the National Assessment of School Performance (ANRESC) - Brazil Test and the Basic Education Development Index (IDEB), in the historical series (2005 -2013), including its relationship with the process of construction of public educational policies for Elementary School I in the municipal management of education in five municipalities of the West of Paraná State. Specific objectives are: a) to identify the theoretical production of neoliberal education policies and the documents of the international actors that influenced Brazilian administrative, political and educational organization from the 1990s and describe the key concepts of this process (regulation, decentralization , privatization, accountability, governance, educational standards, quality, efficiency, effectiveness and effectiveness); b) analyze the historical series of the IDEB against the social indicators of the municipalities considering the period under study; c) identify the processes of management and formulation of municipal public education policies that seek to improve the quality of education and verify the possible influences of the Brazil Proof and the indicators of the IDEB in this process. Data collection took place through semistructured interviews with educational managers. The results point out: evident criticism to the organization and application of the Brazil Test; that IDEB does not express the quality of education because it disregards important aspects of the educational process; that the improvement of the quality of education is due to factors internal and external to the school.