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| Author(s): |
Maria Helena de Aguiar Bravo
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) |
| Defense date: | 2021-12-08 |
| Examining board members: |
Ocimar Munhoz Alavarse;
Maria do Carmo Meirelles Toledo Cruz;
Cláudia Oliveira Pimenta;
Gladys Agmar Sá Rocha;
Sofia Lerche Vieira
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| Advisor: | Ocimar Munhoz Alavarse |
| Abstract | |
The implementation of expedients of broad-scale learning assessment has been assuming an increasingly central role in the education management, as a Brazilian government initiative as well as the states, being additionally presented as an instrument for promoting education quality in the scope of such assessment politics. Saeb, especially Prova Brasil and its joint with Ideb, and Enem can be considered initiatives from MEC (Ministry of Education and Culture), they are states landmarks of induction or reiteration, even with reformulations, in the incorporation of such expedients and self-evaluation with the preparation of education quality indicators. That said, the overall objective of this study was to understand the relationship stablished between national and state public politics for the Brazilian education, focusing on the High School education assessment politics. To this end, we have taken the education assessment politics of the state of Ceará as the object of analysis due to the state governments accumulation on this scenario and the breadth of such politics developed by it, and the assessment politics of the Brazilian federal government, considering its various specific programs and actions, and their connection with the improvement of education quality, having the discourse of the public bureaucracy as an analysis axis. What is the relationship stablished between the Union assessment politics and the state of Ceará government, thinking of High School, considering the mid-class bureaucrats in the process of such politics implementation?, this question was what we sought to answer through a qualitative research approach, with literature revision, analysis of official documents and interview conductions. The content analysis showed a semantic-conceptual matter in the area regarding Assessment Politics, with directions and highlights or absences, which round its use. It was noted that its functions can be extrapolated depending on the breadth and use of the Assessment Politics, being related to the education politics from other orders. Also, it was confirmed that the divergency spaces between assessment politics managed by the States and those under the Union responsibility are still in their implementation aspect, because if the federal government stablishes conditioning guidelines of politics agenda of federated entities, on the other hand, subnational unities and its distinct political and technical capacities change such guidelines, politics design and they manage action taking. It was seen that national assessments have more impact on the education networking than the states and cause more engagement to school community, however, the slowness in the results disclosure makes the states engage in the construction of initiatives that are more like the central governments, but with more nimbleness to the processes. Criticisms are also made to the uniform designs of educational programs managed by the federal government because they are often offset from the regional demands, which makes the federated entities not able to enjoy the benefits with an autonomy necessary to adapt it to their reality. It was also observed a parallel movement of technology development and systematic assessment, with either the federal government or the state of Ceará on avant-guard. (AU) | |
| FAPESP's process: | 17/21192-6 - The assessment policy of the state of Ceará from 2009 to 2016: relations with the Federal Government's assessment policies for secondary education |
| Grantee: | Maria Helena de Aguiar Bravo |
| Support Opportunities: | Scholarships in Brazil - Doctorate |