A relação entre o sistema de avaliação da educação básica e as práticas de avaliação da aprendizagem escolar

Abstract

The general objective of this study is to analyze the relationship between the results of the Basic Education Assessment System (SAEB) and the evaluation practices developed in the early years of the Salvador Municipal Education Network. To this end, we investigated the following question: what is the relationship between the results of the Basic Education Assessment System - SAEB, as a regulatory policy, and the assessment practices developed in the early years of the Salvador Municipal Education Network? As a basis for the theoretical and analytical foundation of this work, we dialogued with authors in the field of Educational Assessment. In view of the object of study, we used the method of historical-dialectical materialism, understanding that this makes it possible to understand the relationship being investigated by scrutinizing and analyzing the elements that make it up and that are simultaneously impacted by it. The methodology we adopted was Collaborative Research, as we believe that in the construction of information, the collaboration of the subjects is fundamental to understanding reality. As a data collection technique, we conducted semi-structured interviews with six professionals (managers, coordinators and teachers) working in two schools in the Salvador Municipal Education Network. Based on the interviews, we carried out Content Analysis, looking for similarities and differences between the realities experienced based on the content of the interviewees' statements, in the light of inferences, considering the relationships established between assessment practices and the results of the SAEB external exam. Based on the analysis carried out, we identified the following analytical categories: Exam Culture, Continuing Education and Pedagogical Strategies. In conclusion, we understand that, based on the results of the SAEB tests, schools have determined which content will be prioritized in the classroom and how the process of evaluating students' learning will take place. However, despite the emphasis placed on the SAEB results, the educators interviewed believe that test scores are insufficient to understand what students know or don't know yet. Finally, we understand that the school has strategically appropriated the contents, structure and conceptions of the SAEB, taking hold of what it believes to be contributory to the process of building learning, but at the same time, bringing together collective and training efforts in order to learn about and change the simple transposition of these exams with their descriptors and indicators. In this way, we highlight the construction of a formative movement which, despite still having remnants of an examination practice, is already an important step towards the construction of evaluation processes aimed at the necessary learning of the subjects involved in the teaching-evaluating-learning process.