Repositório RCAAP

The article discusses the interests of the medical corporation, the academic community and representatives of the executive branch in the systemic evaluation structure of Brazilian medical education. It shows that the medical corporation tends to support evaluations with a more regulatory bias, contrasted with the interests of the academic community. It argues that the representatives of the executive branch are subjected to mutually antagonistic demands that put pressure on their policies: to expand the medical education network and to regulate its quality. The article concludes that the configuration assumed by the medical education evaluation systems depends on the political articulation of the actors involved, on the strength of the social demands on the topic, and on the balance between governmental priorities for the expansion of medical education and the regulation of its quality.

This article provides pieces of a doctoral research aimed to know and analyze the formative practices employed by pedagogical coordinators of public schools of the state school system in the city of São Paulo. The study used 402 coordinators from elementary and high schools as subjects. Mixed methods (survey, observation and narrative interview) were used as methodological procedures allowing the combination of quantitative and qualitative methods in the research. Among other aspects, the study revealed that the political demands to achieve goals and results in the evaluations influence the pedagogical coordinator performance in the school and condition the teacher training actions.

In this article, the concepts and reported practices of 19 Portuguese Language teachers in Sao Tome and Principe are analyzed as a starting point for a training workshop. A qualitative approach favored the content analysis of data from different sources (questionnaire, reflections in the logbook and researcher records). The main results reveal that the teaching and assessment of writing are not totally absent from the practices of these teachers. However, they are occasional and often not planned, resulting in constraints. As we believe that gaps in teacher training on evaluation influence concepts and practices, we argue that ongoing training, based on teachers’ needs, will contribute to their professional development. 

In this study we estimated the impact of child labor on school performance among elementary public-school students in the state of Paraná, assessing the role of heterogeneity in the magnitude of the impact. For this purpose, we used data from Prova Brasil from 2007 to 2015, concerning 5th and 9th grade students. The impact was measured with the Propensity Score Matching (PSM) method. Results show that there is no evidence of significant temporal changes in child labor levels in the state, although a slight tendency to its reduction is observed. Students who work at home and in the market tend to have a worse academic performance. Such negative effect is less clear in some mesoregions, proving that this impact is heterogeneous.

In this article we seek to discuss the interface between evaluation and quality, with a view of participation as an indispensable assumption of the evaluation process. To this end, this study sought to understand the constituent aspects of an evaluation proposal in the context of early childhood education developed in preschools of a municipality in the state of São Paulo. Based on legislation, documents and literature specifically about evaluation in the context of early childhood education, we present some discussions about the evaluation process conducted by the municipality, seeking to problematize evaluation as a possibility of participation in the definition of significant quality indicators and legitimized by the collective, that allow the development of an authentic educational project.

This article aims to account for the paths taken in knowledge production since the implementation of large-scale assessment policies three decades ago. A bibliographic review was carried out in indexed journals on SciELO and Capes Periodical Portal using the descriptor “large-scale assessment”. The 98 articles published between 1990 and 2020 found in the review were later submitted to bibliometric and interpretative analysis. Then, the profile and production characteristics were outlined, as well as the synthesis of the results, giving visibility to the objects and focus of interest of the studies. It was found that studies which criticize the large-scale assessment model are predominant and that there is a tendency for investigations oriented to measure the effects and effectiveness of evaluations.

This article conducts a systematic literature review in line with the Prisma recommendations, using the descriptor “Sistema de Avaliação da Educação Básica” (Saeb) [Basic Education Evaluation System]. The searches were carried out in the Scopus, Web of Science and SciELO databases, without temporal delimitation. Eleven articles were selected and classified in three categories that discuss the origin of Saeb in the context of the 1990s education reform, Saeb as a policy of accountability, and factors related to Saeb results. It became evident that Saeb’s role and performance as an evaluation policy is widely criticized. On the other hand, there is a lack of studies that discuss new possibilities to evaluate the quality of basic education, constituting an open field for discussion in the academic sphere.

The paper discusses the meanings of the term accountability in education from the critical analysis of the discourse found in academic studies dedicated to researching evaluation policies in Brazil and their relationship with this term. The results revealed heterogeneous discourses regarding the translation of accountability. However, it confirmed a polarization that translates the term sometimes as accountability, sometimes as liability, the latter being found more frequently. The analyzed expression assumes a negative social representation when it is associated with the liability of education professionals for the results of large-scale assessments and linked to accountability, in a more direct and explicit way, for salary incentive programs.

The article focuses on the conceptions and practices of teachers regarding learning assessment in the context of the Covid-19 pandemic. Seventy-seven teachers, who work in the elementary and high school of a private institution, participated in the case study. Responses to the questionnaire, made available online through Google Forms, were categorized based on the Content Analysis Technique. The main results of the study are: flexibility to adapt to the demands of remote instruction; change in teaching concepts and the search for differentiated evaluation strategies; difficulty of observing and monitoring each student individually; delay or non-return of the proposed evaluation assignments; and, need for ongoing training.

In the text, we aim to discuss the right to education in dialogue with perceptions about teaching and evaluation procedures in the context of the pandemic. The work, with a qualitative approach, dialogues with bibliographical, documentary and empirical arguments. The data come from five countries in Latin America, with 512 students and 157 educators in basic education. The results demonstrate the fragility of the guarantee of the right to education, which is highlighted in the conservative conceptions, with an emphasis on regulatory strategies, instead of emancipation possibilities. Emancipation is developed as a result of participatory processes, which are still practically absent when it comes to evaluation in basic education.

This essay discusses the evaluation processes, from a perspective of democratic and participatory management, with a group of teachers from a public institution of early childhood education in Rio de Janeiro, in the scenario of the covid-19 pandemic. The aim was to understand how the concepts in the teachers’ discourses and actions translate into pedagogical practices that lead to meaningful experiences for children under six years of age. To this end, the institutional evaluation was used as a formative path so that teachers and managers could reflect on their actions in that context, generating the qualification of practices. The results indicate that this is a process under development at the institution, and emphasize the power of evaluation for continuing teacher education.

This qualitative and quantitative study seeks to reflect on the assessment methods used before and during the period of social distancing caused by the covid-19 pandemic. The object of study was a public network of professional, higher education institutions in the state of São Paulo. Based on the theoretical framework and the questionnaire sent to teachers and network managers, the perception of respondents about the assessment of the learning process of technological undergraduate students, compared to procedures used before the social distancing measures, suggests the need for a review of the prevalence of the content to be assessed and a reflection on the measurement of the results expected of students in professional courses in higher education.

This study aims to analyze the access to remote instruction of Educação de Jovens e Adultos [Youth and Adult Education] (EJA) high school class, implemented in response to Covid-19, and to correlate literacy and assessment practices. The empirical material was produced through observation of the WhatsApp group of the class, a means of communication in non-face-to-face teaching activities. Studies on literacy, assessment and technology are used as a reference, in order to analyze literacy practices and how school assessment is developed within them. The results show that the reasons for life of EJA students and school logics are found in literacy practices, with the regulatory aspects standing out in these logics, with technical and summative assessment predominating, to the detriment of educational aspects.

Based on contributions from studies that mapped the educational situation in Brazilian municipalities and states in the context of COVID-19, as well as on academic articles dealing with evaluation in this scenario, this article explores possible paths to be taken in the return to in-person activities, particularly those paths pertaining to evaluation and curriculum. Bearing in mind the commitment to promoting quality education for all, ways are discussed that allow recreating the public school, which are expressed in new ways of using school space and time, with the potential to face the historical and brutal economic, social and educational inequality that became strikingly evident with the adoption of “remote education” by education systems and schools in 2020.

The study suggests an improvement of the Census of Higher Education based on the expansion of higher education, especially the distance learning modality, and on the debate about professional isolation. It discusses the latest information about teachers through the evaluation instruments of the Ministry of Education and presents hypotheses for the invisibility of the tutors in the Census. The results show little information about the conditions of teaching, especially for tutors, who mediate the teaching and learning process and constitute the main professional force in distance learning. It concludes that a more detailed analysis on the teaching work is an essential step to improve the quality of higher education.

This article discusses the effects of the COVID-19 pandemic on the learning opportunities of children enrolled in preschool in the Brazilian context. The preliminary results presented are based on ongoing research including a sample of 77 public, subsidized non for profit and common private schools and 2,070 children in two cities. Data collected from questionnaires to teachers and parents are used to map the schools’ pedagogical strategies, their communication with families, and the home learning environment of families with different socioeconomic profiles. The results show inequalities in access to learning opportunities and possible implications for the increase of educational inequalities at the beginning of compulsory schooling.

The current article aims to analyze the relationship between the children’s education policy management in the county of Teresina, Piauí, and the currently meritocratic logic present in this policy. The study contemplated the execution of a bibliographical and documental research and, in addition to that, it turned to the use of a semistructured interview in order to collect complementary data on the investigated reality. With the comprehension that the local reality is articulated with, and demands a vision of the whole, it’s also discussed the management models sustained by the managerial perspective, aspects that oriented the State reform. This reform has been occuring at both national and local levels, such as the case of the investigated county. This allows the reproduction, in the children’s education management in Teresina, of the management models oriented by the managerial perspective, accountability, and the New Public Management.

This study investigates the perception of families with children enrolled in 79 private schools, in the city of Fortaleza, regarding the implementation of emergency remote instruction. Data were collected through an on-line questionnaire, composed of closed and open ended questions, answered by 201 participants. The analysis was performed by statistical treatment and content analysis, based on the context, input, process and product evaluation model. Results showed limitations in the planning, infrastructure and monitoring of remote instruction, from the perspective of the families who, nevertheless, recognized the importance of the system for maintaining the children’s bond with the school and greater safety against Covid-19.

This article questions the effects of the pandemic context on the processes of meaning-making of the assessment-learning interface, perceived as an unavoidable element in the disputes over the meanings of a “democratic school”. Based on a discursive approach inscribed in the post-foundational agenda, normative documents that deal with education in the context of the Covid-19 pandemic, produced by the state Departments of Education in Rio de Janeiro and Minas Gerais, are explored. The analyses point to the hybridization of traditions and translations regarding the aforementioned interface, with intensified negotiation between meanings of learning from the perspective of acquiring something external to the learning subject, also as a particular response from that same subject.