Do discurso professado à concretude da escola: em que momento a avaliação externa se encontra com a vida?

Abstract

This work investigates the influence of external evaluations on school dynamics in an institution that performs poorly in the Sistema Mineiro de Avaliação na Produção da Qualidade da Escola Pública - SIMAVE. The research had as an initial problem to understand how external evaluations, through the principle of quality education, affects the school reality and the teaching practice. We have as a general objective to investigate the influence of external evaluations on school dynamics in an institution that performs poorly in the Sistema Mineiro de Avaliação na Produção da Qualidade da Escola Pública - SIMAVE. From the general point of view, we draw the following specific objectives: to understand the questions that pervade the discussion about external evaluation, especially the SIMAVE; to identify whether external evaluations affect the practice of teachers based on the demand for quality in education; understand the ramifications that the search for results in the external assessment exams causes in the students and in the way the school deals with them. To execute the work, we did a bibliographical research and observations in two classrooms, one of the 3rd and another of the 5th year of elementary school, both in the Angicos Municipal School. We found that in the investigated school, besides the bad indexes, there was a conformation of the place occupied by the school in the ranking in function of the students' life condition, not believing in the possibility of transforming the results or that they reflect the students' learning. This acceptance of the place occupied by the school in the network, which does not visualize a possible improvement and did not see a sense in the accomplishment of the exams, materialized in the school practices by means of the avoidance of knowledge to the students, vague classes, reduced and artificial knowledge; in carrying out informal student evaluations, which intensified the exclusion process; in relationships (not) established with the community and with the student, who were loaded with stereotypes and guilty about the bad situation that the school experiences.