THE EXTERNAL EVALUATION OF SCHOOLS AND THE ONGOING TEACHER EDUCATION: THE CASE OF THE STATE OF SÃO PAULO

• Main Authors: Andréia da Cunha Malheiros Santana, José Carlos Rothen
• Format: Article
• Language: English
• Published: Editora Universitária Champagnat - PUCPRESS 2015-07-01
• Series: Revista Diálogo Educacional
• Online Access: https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/5062
• ISSN: 1518-3483; 1981-416X

This article aims to discuss the impact of the Evaluation System of School Efficiency of the State of São Paulo [Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo– SARESP] and of the Development Rate of Education in the State of Estado de São Paulo [Índice de Desenvolvimento da Educação no Estado de São Paulo – IDESP] in the ongoing teacher education. This article is the result of a post-doctorate research that investigated how the results of the external evaluation are dealt with in two schools with opposite performances in the IDESP: increasing and decreasing results. In the case study, the methodological procedures were documental analysis, observation of pedagogical meetings in the schools, a questionnaire for teachers and principals and interviews with teaching supervisors. The conclusion is that the model of ongoing teaching education developed from the results of the tests aims at the training of teachers. This kind of education is elaborated by the Department of Education, which reduces the ongoing teacher education to the preparation of teachers in order to train students on how to do the tests applied by the State; the school neither has autonomy to work on the results of external evaluations, nor the habit of questioning their reasons and causes. The results in the evaluations are analyzed and seen as goals to be reached, without any discussions about external and internal evaluations.