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Previous issue date: 2015-07-30 === Este trabalho apresenta o resultado de uma pesquisa te?rico-emp?rica realizada na Secretaria de Educa??o do Munic?pio de Natal/RN. Teve como objetivo analisar a influ?ncia do Plano de A??es Articuladas (PAR), desenvolvido no per?odo de 2007 a 2011, nas concep??es de avalia??o da aprendizagem difundidas na rede municipal. A pesquisa insere-se no campo dos estudos sobre avalia??o de pol?ticas p?blicas educacionais, desenvolvida a partir de uma pesquisa em rede do Observat?rio da Educa??o, denominada ?Avalia??o do Plano de A??es Articuladas: um estudo em munic?pios dos estados do Rio Grande do Norte, Par? e Minas Gerais no per?odo de 2007-2011?. Para sua realiza??o, optou-se pela metodologia qualitativa e, como procedimentos de pesquisa, foram realizadas revis?o da literatura, an?lise documental e entrevistas semiestruturadas. O interesse em estudar a influ?ncia do PAR nas pr?ticas avaliativas do munic?pio de Natal desenvolveu-se a partir das discuss?es da pesquisa em rede j? citada. O PAR integra as a??es do Plano de Desenvolvimento da Educa??o, um plano do executivo que tem como objetivo a melhoria da qualidade educacional. Por meio da ades?o ao Plano de Metas Compromisso pela Educa??o e da elabora??o do PAR, os munic?pios receberiam assist?ncia t?cnica e financeira da Uni?o, necess?ria para a melhoria do funcionamento das suas escolas e, consequentemente, do ensino. Sendo assim, a totalidade dos munic?pios e estados brasileiros, al?m do Distrito Federal, aderiu ao plano. Tendo em vista a melhoria dos resultados obtidos no ?ndice de Desenvolvimento da Educa??o B?sica (IDEB), a Rede Municipal de Ensino de Natal implementou a??es referentes ? avalia??o da aprendizagem. Vale salientar que na Secretaria Municipal de Educa??o j? existia um processo de planejamento educacional consolidado, de forma que o PAR interfere e sobrep?e-se aos processos j? existentes, intervindo na autonomia do sistema de planejar suas a??es. Por outro lado, confere maior sistematicidade aos conv?nios celebrados entre a inst?ncia federal e a rede de ensino. No que concerne ? concep??o de avalia??o, j? se encontrava na rede tanto nos documentos consultados quanto nas falas das assessoras pedag?gicas das escolas, visando consolidar o modelo de avalia??o formativa, no entanto, as condi??es de trabalho tanto dos assessores quanto dos professores, a implementa??o de pol?ticas sem as devidas condi??es de forma??o, a contrata??o de pessoal, a estrutura de funcionamento, dentre outros fatores, comprometiam, em grande medida, que a avalia??o formativa fosse vivenciada nas escolas. Constatamos que na rede municipal de Natal j? havia uma proposta de avalia??o formativa consolidada antes da implementa??o do PAR. Na elabora??o desse plano, a rede municipal selecionou programas cuja proposta se aproximava do referencial adotado na rede de ensino, entre as possibilidades dispon?veis para a implementa??o das a??es nos indicadores pesquisados. Apesar disso, o PAR, em si, se pauta por uma l?gica gerencialista, que enfoca a concep??o do Estado-avaliador, cuja avalia??o se funda no controle das a??es, da efic?cia e da efici?ncia dos resultados. === This work presents a theoretical and empirical research realized at the Education Office in the city of Natal in Rio Grande do Norte-Brazil. The research aimed to analyze the learning assessment conceptions practices on behalf of in public schools. This is done through the implementation of the Articulated Action Plan (AAP), in the time span of 2007 to 2011. The research relates to the public policies educational evaluation field study. It was developed from a prior network research called "An evaluation of Articulated Action Plan: a study in municipalities in the states of Rio Grande do Norte, Par? and Minas Gerais from 2007 to 2011" from the Education Observatory. In order to achieve goals set by this research, there was use of a qualitative methodology and as research procedures with literature review, document analysis and semi-structured interviews. The interest in studying the influence of AAP in assessment practices in Natal was due to the discussions realized by the already mentioned research. The AAP is part of the actions realized by city?s Education Development Plan of the Executive power. It aims to improve quality in Education. By adhering to the Target Commitment Education Plan as well as the preparation procedures of AAP, municipalities receive technical and financial assistance from the Union, These resources are needed in order to improve the schools functioning and thus, education. All municipalities, Brazilian states and the Federal District, have already joined the plan. Since Natal has improved its results regarding the Basic Education Development Index, the Municipal Education Network has implemented actions related to learning assessment. It is noteworthy to observe that the Municipal Education Office has already consolidated educational planning process. It was seen that the AAP interferes and overlaps the existing processes, intervening in the autonomy to plan actions. On the other hand, it provides more systematic procedures in agreements signed between the federal level and the school system network. Regarding the concept of evaluation, documents for decision making and pedagogical support were previously available. These documents aimed to consolidate a formative evaluation model approach. However, there is still lack of proper work conditions on behalf of advisers and professors, the implementation of policies without proper training conditions, staff hiring, the current operating structure, among other factors committed formative assessment to a large extent in these schools. The AAP indicators for the learning assessment and technical assistance related to the Brazilian Ministry of Education and Culture also point towards the same perspective of formative assessment, which can contribute so that it is consolidated in the current school system.
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