The effects of the external evaluation results and indices of academic performance on the school management and pedagogical work in the state of São Paulo

• Grant number: 11/18930-9
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: December 01, 2011
• End date: November 30, 2012
• Field of knowledge: Humanities - Education - Educational Planning and Evaluation
• Principal Investigator: Luiz Carlos Novaes
• Grantee: Regiane Vaz de Oliveira
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil

Abstract

The speech qualities of basic education combined with higher efficiency of education systems, with a view to better match the requirements of the production world, emerges with pride in the early 90s, accompanied by an intense and thorough reform of the educational system. Under the justification to comply with the legal precept that it is up to the government to evaluate and assess the quality of education in the country, are triggered multiple assessment strategies that individually or in combination, generate indexes that qualify the information and public education, school, and actors. In this respect, and acknowledging the influence of the use of indicators arising from the evaluation of the school routine and the work of education professionals, this research aims to assess the effects of using the results of external assessment of the pedagogical work, especially the performance of school managers, in this case, the director and deputy director of the school, pedagogical coordinators and school supervisors. The research will be conducted with school administrators to exercise in schools in São Paulo state and in the case of supervisors, the board of education. The methodology being used include semi-structured interviews with the subjects involved and document analysis, with priority for documents related to or generated by external evaluations, as well as those produced by the school unit on the basis of such assessments. This research intends to collaborate with the deepening of reflection on the policies for monitoring the quality of basic education that have generated controversy regarding the existence of a culture of performance and greater accountability of public schools.(AU)