The assessment policy of the state of Ceará from 2009 to 2016: relations with the Federal Government's assessment policies for secondary education

• Grant number: 17/21192-6
• Support type: Scholarships in Brazil - Doctorate
• Effective date (Start): February 01, 2018
• Effective date (End): September 30, 2021
• Field of knowledge: Humanities - Education - Educational Planning and Evaluation
• Principal researcher: Ocimar Munhoz Alavarse
• Grantee: Maria Helena de Aguiar Bravo
• Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

External assessment has increasingly played a central role in the educational management, both at Brazilian Federal and state level governments, and is presented as an instrument to promote quality of education. Saeb, especially Prova Brasil and Ideb, and Enem, expressions of the Ministry of Education's evaluation policy, can be considered as milestones in the induction or reinforcement of the states' own external assessments, incorporating educational quality indicators. The overall objective of this project is to understand the relationship between the evaluation policies of Ceará and the Federal Government, particularly in secondary education, during the period 2009-2016, in order to answer the following research question: How does the evaluation policy of Ceará relate with Saeb (Aneb) and Enem in Fortaleza? We considered as hypothesis that the assessment initiatives proposed by the Federal Government influence regional actions and, since Ceará had a long track record of evaluation policies, such influence would happen in a symbiotic way, reverberating also in schools. Therefore, we decided to investigate the local administration of the Secretary of Education in Fortaleza (Sefor) to understand the actions developed by Coave as the main instance for implementation of the state's evaluation policy. Considering the complexity of the evaluation process, we adopt a qualitative research approach in this work. In order to contextualize these policies and identify their most important characteristics, we will proceed to the collection of proposals and actions of educational policies regarding external evaluations. (AU)