As influências do sistema mineiro de avaliação na construção da qualidade da educação

Abstract

This dissertaton is related with the Research Line: Knowledge and Educative Practices, of the Pos-Graduation Programme in Education – PPGED, of Federal University of Uberlândia – UFU. The general objective of this research was inestigate how the systemic evaluation of Minas Gerais has been contributing to the quality production of education, from a case study. Also aimed to identify what kind of influence the Simave has been exerced above the investigated school, andhow it has organized itsef to reach good results in these evaluations; knowing how the Simave has been understood by the different traces in school; understand the conception of quality present in the propose of this system of evaluation and evidence, from its implementation, the kind of evaluative culture has been predominating in the investigated school. The research is characterized by a case study of a etnographic kind. For this aim we realized a bibliographic study and field research. In the field research, we used the observation, interview and documental research. We brought reflections about what the studies point in relation to the external evaluation of basic education in federal scope (Evaluation Sistem of Basic Eduction – Saeb) to put into context the discussion and later, deepen our comprehention in state scope approaching the Miner Sistem of Evaluation of Public Education – Simave. Afterwords, we reflected about the idea of quality which has been implemented in Brazilian education, we revealed the conception of education quality which has been defended by the Simave and warned for tne necessity of thinking of an education with quality socially referenced. Finally, we present the analizis of data constructed inside the investigated school. We realized that the unfavourable materials conditions to work of the reserarched school interfered a lot in the teachers work and, mainly, in the learning of the students.We realized tha the financial condition of the students, an extrascolar factor, several times dieregarded by the Simve in the conception of educational quality tha its defends, intervened considerable in the eachers work and mainly in their learning; that the variety of pedagogical resources available in the school and the materials wich the school could give to the students, influenced positively te work that has been developed; that the subjects of the school has different concerns with the extern evaluation, among them, the ones of Simave; that not all realized ad felt the stimulated pression for these evaluations and that the teachers and the students os the evaluated classes were who soffered more with this logic; that most time delivered to the preparation and/or training od the students for the realization of the text of Proalfa, wich evaluate just Protuguese Language; that the evaluation of the learning applied in the evaluated classes are following the model of the evaluations of Simave; among others. Therefore, the data reveals that the evaluations of Simave has been interfering and influencing in the realization of the work in the investigated school, mainly with respect to the construction of a educational quality.