Reflexos do SIMAVE em uma sala de 5º ano: Qualidade educacional ou naturalização da exclusão?

Abstract

This master's research is linked to the research line "State, Policies and Education Management" of the Graduate Program in Education at the Federal University of Uberlândia and intends to understand how the principle of quality, induced by the Minas Gerais System of Evaluation and Equity of Public Education, impacts on the work organization of a public school, located on the outskirts of the city of Uberlândia. As specific objectives, it was established: to understand SIMAVE in the context of public evaluation policies; analyze the discourse of quality within the context of business education reform; apprehend how SIMAVE exerts an influence on schools and on the way in which they are constituted; understand how the principle of quality induced by SIMAVE interferes in the organization of work at Escola Municipal Angicos; and reflect on another way of conceiving educational quality, in which it is intertwined with the material conditions of schools and communities, based on a truly democratic principle. Methodologically grounded in dialectical historical materialism, a research with a qualitative approach was carried out, through bibliographic research, document analysis, field research in a municipal public school, and finally, an interview was carried out with the teacher in charge of the observed class. The analysis of the data that emerged from the field research, in the light of the theoretical framework adopted, showed us that with the strengthening of the neoliberal State, external evaluations assumed a relevant role in achieving congruence between the market and governments. SIMAVE originated in the context of the reforms implemented by the government in the early 1990s, linking educational quality to student performance in assessments, thus making schools responsible for these results, putting pressure on teachers and students. The election of Romeu Zema for governor represented a radicalization of neoliberal proposals, accentuating processes of segregation and exclusion. In the organization of work at the Angicos Municipal School, assessments occupied a central place, creating a hostile climate in the observed classroom, and numerous conflicts, which resulted in blaming the students and a feeling of failure on the part of the teacher. The exacerbation of evaluation processes is so intertwined with the school routine that, despite all the stress and changes in her work routine, the teacher does not understand that there are significant changes in the school as a result of the evaluations, which signals a naturalization of this movement of control, as something inherent to the teacher's work. We noticed in the experiences at school, that the principles of subordination and exclusion, which are present in the school form in relation to the students, is also experienced by its professionals, through the mechanisms of control, oppression and boxing implemented by the educational public policies, which remove the pleasure of the teachers' work, and that reproduce this feeling and instruments, in the teaching-learning process and in the relationship with students.