O sistema mineiro de avaliação da educação pública: impactos na escola fundamental de Uberlândia

Abstract

This research aims at analyzing the impact of the evaluation system of state schooling in Minas Gerais — what is referred to as SIMAVE - on school management and pedagogic work in some elementary schools in Uberlandia. Being a qualitative research, the present investigation is composed by bibliographical, documental and field researches. In the bibliographical research, we have identified works and researches related to evaluation. Bonamino & Franco (1999), França (2002), Maluf (1996), Oliveira (1998), Pilati (1994), Santos (2001), Souza (1998) and Gomes (2004) have been pointed out in order to examine the issues these authors pinpoint and the results of their investigation. Theoretical works have also been used to analyze different concepts that support the theme of evaluation as a broad area of investigation. This part has been based on the following authors: Afonso (1999, 2000), Barreto & Pinto (2000), Barriga (2000), Vianna (1982, 1990, 1993, 199S, 1997a, 1997) e Sobrinho (2002). On the documental research, documents have been identified and analyzed pointing out the course of state policies since the nineties and their national and international political constraints. National Brazilian and regional estate documents and laws about evaluation have been investigated as well as technical documents related to SIMAVE's implementation in Minas Gerais. The work results have indicated that SIMAVE's proposal meets the emerging evaluation demands established by the new state paradigm, called Evaluative Estate, which have shown to be a tool of control over educational instances in the hands of different countries governments. Moreover, the democratic, decentralized and egalitarian principles on which SIMAVE is based upon have not yet been completely internalized in the schools that have been the object of this research. The circumstances of SIMAVE's implementation and the way it has been applied have left the impression on teachers that they were the object of evaluation, bringing forth the fear of being blamed for education failures. However, besides that, expectations have been created around the evaluation results and the directions those would take. It has been made clear that, after the evaluation results, educators are generally very much concerned with the longing, more incisive and continuous measures expected from the government.