Os desdobramentos dos resultados do SAEB no contexto de uma escola no sul de Minas Gerais

Abstract

External evaluation and its relationship in the educational context has become, in recent decades, an indispensable subject when we think about evaluation formats and measurement of the quality of education in Brazil; in this bias, the Basic Education Evaluation System (SAEB) stands out, which has been applied in Brazilian schools since 1990 by the National Institute for Educational Studies and Research Anísio Teixeira (Inep). In such context, the present study aims to investigate how SAEB reverberates in the school context, identifying if its results influence the adoption of new practices and actions within the scope of teaching work and school management. The methodology is of a qualitative and investigative nature and, as a data collection technique, it resorts to bibliographic research, document analysis, and the application ofsemi-structured interviews, having as a form of data analysis the content analysis proposed by Laurence Bardin, the first section being the introduction. In the second section, the theoretical framework is based on the studies of Alicia Bonamino, Bernardete Gatti, Flavia O. Werle, among other authors who discuss the historical path of basic education evaluation and the use of the results of system evaluations. This section intended to trace the historical panorama of external evaluation in Brazil, from the first initiatives between the 1980s and 1990s to the consolidation of SAEB, highlighting the complexity and multiple facets of this evaluation object; it was perceived that the implementation of evaluations is not immune to challenges and contradictions during the process. The third section aimed to investigate the repercussions and developments of SAEB in basic education institutions from empirical research, resulting in the understanding that the system is not neutral, but social, acting as a regulatory instrument that interferes in the relationship between society and school. The research pointed out that the uses of the results are diverse and ambivalent: some schools employ them critically to promote contextualized pedagogical improvements, while others understand them as mere measurement and comparison tools, fostering a content-oriented culture of test preparation. There were also notes regarding the work of the teacher and the school management, in addition to the work perspectives based on the SAEB results by each of these segments. The fourth and last section refers to the application of the semi-structured interviews to the teachers (2nd and 5th years) and the management of the analyzed school. From them, it was understood how the results of SAEB have reverberated in the school environment and how these results influence the elaboration of new pedagogical proposals, curricular reformulations, and the organization of school management. It was concluded that SAEB is a process that demands constant reformulations, possesses a classificatory nature, and induces feelings of pressure and accountability within the pedagogical team. Its major criticisms and difficulties relate to the application of standardized tests, the use of results, and the lack of specific training for teachers and the management team to analyze and interpret these data contextually. As a result of the work carried out, an educational product is presented: a Cycle of Meetings for continuing education for teachers and for the management team of the researched school.