SAERJ: implica??es na avalia??o do processo ensino-aprendizagem em duas escolas estaduais de Belford Roxo ? RJ.

• Main Author: ALVERNAZ, Aline
• Other Authors: Santos, Jos? Henrique dos
• Format: Others
• Language: Portuguese
• Published: Universidade Federal Rural do Rio de Janeiro 2017
• Subjects: Evaluation; Implications; Avalia??o; SAERJ; Implica??es; Estudos Contempor?neos e Pr?ticas Educativas
• Online Access: https://tede.ufrrj.br/jspui/handle/jspui/1816

Submitted by Jorge Silva ([e-mail]) on 2017-06-22T16:54:42Z No. of bitstreams: 1 2016 - Aline de Alvernaz.pdf: 3258845 bytes, checksum: 8738241ca38b7ab5f62b9fe9933a3457 (MD5) === Made available in DSpace on 2017-06-22T16:54:42Z (GMT). No. of bitstreams: 1 2016 - Aline de Alvernaz.pdf: 3258845 bytes, checksum: 8738241ca38b7ab5f62b9fe9933a3457 (MD5) Previous issue date: 2016-02-16 === Over the years, the assessment is the subject of much debate in the field of school education. This is because evaluate an action that requires from the teacher a political-pedagogical commitment, making it a complex, subjective and specific task. Complex because it requires a constant deep study on the subject. Subjective by the fact that each teacher uses the evaluation in a manner and adapts it to his/her reality. And specific because it considers the specific characteristics of each school, each class, each student. On the national scene, it has adopted the External Assessment as public policy on the grounds of ensuring the quality of education offered in the school systems. The external assessment seems to reflect the results of some political and pedagogical practices that have been adopted by school systems, with implications in the school routine. The objective of this research, with a qualitative aspect, was to check the implications of the external assessment in the teaching-learning evaluation practices and the pedagogical work organization in the school, as well as identify how the school actors interpret educational policies related to external assessment. We analyze the perceptions, attitudes and behaviors of the teachers, the administrators and the students regarding the evaluation of teaching-learning and the pedagogical work organization, examining the concepts and procedures related to the evaluation process. To achieve the objectives, we adopted as cut two schools in the Public School System of Rio de Janeiro, in the county of Belford Roxo, submitted to the External Assessment of SAERJ, being one among those with better rates and getting bonus; and the other one among those with lower rates and getting no bonus. In the two school units, representatives of the management team were selected; five teachers who work in high school, covering each of the four areas of knowledge, in addition to physical education teacher; and six students who took SAERJ, who volunteered themselves. Students data were collected through a trainee of the Focus Group and other subjects through semi-structured interviews and they were transcribed, categorized and analyzed. The results pointed to inflexible practices of assessment and an overvaluation of objective tests that reproduce the patterns of external assessment. There is a predominance of the quantitative aspects over the qualitative and characterization of the model essentially Classificatory of the evaluation in the teaching-learning process. === Ao longo dos anos, a avalia??o ? tema de grandes discuss?es no ?mbito da educa??o escolar. Isto porque avaliar ? uma a??o que requer do professor um compromisso pol?tico-pedag?gico, tornando esta tarefa complexa, subjetiva e espec?fica. Complexa porque demanda um constante estudo e aprofundamento sobre o tema. Subjetiva pelo fato de que cada professor utiliza a avalia??o de uma maneira e a adapta a sua realidade. E espec?fica porque considera as especificidades de cada escola, cada turma, cada aluno. No cen?rio nacional, tem-se adotado as Avalia??es Externas como pol?tica p?blica com a justificativa de garantir a qualidade da educa??o oferecida nas redes. A avalia??o externa parece refletir resultados de algumas pol?ticas e pr?ticas pedag?gicas que t?m sido adotadas pelas redes de ensino, acarretando implica??es no cotidiano escolar. O objetivo desta pesquisa, de car?ter qualitativo, foi verificar as implica??es da avalia??o externa nas pr?ticas de avalia??o do ensino-aprendizagem e na organiza??o do trabalho pedag?gico na escola, bem como identificar como os atores escolares interpretam as pol?ticas educacionais associadas ? avalia??o externa. Analisamos as percep??es, atitudes e comportamentos dos professores, gestores e alunos em rela??o ? avalia??o do ensino-aprendizagem e ? organiza??o do trabalho pedag?gico, examinando as concep??es e procedimentos relativos ao processo avaliativo. Para a concretiza??o dos objetivos, adotaram-se como recorte duas escolas da Rede Estadual de Ensino do Rio de Janeiro, no munic?pio de Belford Roxo, submetidas ? Avalia??o Externa do SAERJ, sendo uma entre aquelas com melhores ?ndices e recebendo bonifica??o; e outra entre aquelas com menores ?ndices e sem ganho de bonifica??o. Nas duas unidades escolares, selecionaram-se representantes da equipe diretiva; cinco professores que atuam no Ensino M?dio, contemplando cada uma das quatro ?reas de conhecimento, al?m do professor de Educa??o F?sica; e seis alunos que realizaram o SAERJ, que se voluntariaram. Os dados dos alunos foram coletados atrav?s da t?cnica de Grupo Focal e dos demais sujeitos mediante entrevistas semiestruturadas e foram transcritos, categorizados e analisados. Os resultados apontaram para um engessamento das pr?ticas avaliativas e uma supervaloriza??o dos testes objetivos que reproduzem os moldes das avalia??es externas. H? a predomin?ncia dos aspectos quantitativos sobre os qualitativos e a caracteriza??o do modelo essencialmente Classificat?rio da avalia??o do processo ensino-aprendizagem.