Contradições entre avaliações externas e educação especial: o caso do Simave

Abstract

Large-scale external assessments have been prominent in Brazilian educational policies since the state reforms of the 1990s. These assessments primarily focus on student performance in cognitive tests as a way to measure the quality of education and guide results-based educational policies. However, Sousa (2018) points out that external assessments have not adequately considered students with special educational needs, as stipulated by law, due to a lack of necessary adaptations for their inclusion in the assessment process. Special Education encompasses students with disabilities, Autism Spectrum Disorder (ASD), and giftedness/high abilities, and is preferably offered within the regular education system. Studies indicate that the standardization of large-scale assessments conflicts with the principle of diversity and inclusion, raising questions about the equity and effectiveness of these instruments for all students. This research aims to investigate the perception of School Administrators, Basic Education Specialists, and Support Teachers regarding the participation of Special Education Students in the summative external assessments of the Minas Gerais Public Education Assessment and Equity System (SIMAVE). To this end, a qualitative research study was conducted in four stages: bibliographic research to map existing studies related to the research topic; construction of the theoretical framework, articulating productions on external assessment and Special Education from an inclusive perspective; field research with interviews with different actors involved in the process; and data analysis and interpretation through content analysis to identify significant findings. The results show that the participation of Special Education Students in external assessments is formally guaranteed, but specific guidelines for the application process are lacking, compromising quality and equitable participation. As a result of the research, an Educational Product called "Guiding Document" was developed with differentiated application strategies, taking into account the specific needs of this population. The research aims not only to generate academic knowledge, but also to contribute to the improvement of institutional practices in the application of SIMAVE in inclusive contexts, strengthening conditions of accessibility, equity, and effective participation of APEE in the evaluation process.