Avaliação institucional interna da escola e os resultados das avaliações em larga escala

Abstract

This research aimed at analyzing whether the school institutional internal evaluation might be used as a means to understand and apply the results of the large scale evaluation policies to the teaching practices of municipal schools in the state of Parana. The qualitative and descriptive investigation collected data through semistructured interviews with educational coordinators and a questionnaire was applied to the directors and teachers selected in five schools from the municipal education system. The specific objectives of this study were: a) to identify the conceptions of municipal schools managers and teachers regarding the school institutional internal evaluation and large scale evaluations; b) to observe how the results of large scale evaluation policies are understood and used by managers and teachers in the school environment; c) to verify whether the school internal evaluation might contribute to a better understanding and use of the large scale evaluation results in the school environment; d) to point out different aspects of the possible integration between the institutional internal evaluation and the use of large scale evaluation results in the teaching practices developed in municipal schools. The theoretical background of the research included Afonso (2007,2009,2010), Alaiz; Góis and Gonçalves (2003), Bolívar (1994,2006), Bourdieu (2007), Brandalise (2010), Cappelletti (2002,2012), Fernandes (2008,2010), Guba and Lincoln (2011), Rodrigues (1994), Scriven (1991) Sousa (2013), among others. The discursive Textual Analysis, developed by Moraes and Galiazzi (2007) was the methodology adopted for the analysis of the data collected. The results revealed, on the one hand, the inexistence of a school institutionalized self-evaluation process, that is, isolated evaluation practices were observed that could integrate it. On the other hand, managers and teachers were seen to have difficulties to establish relations between the educational evaluation dimensions (institutional, learning, large scale) as well as to recognize the school institutional self-evaluation as a process of self-discovery that comprises the dimensions of management and organization, teaching and learning processes, teachers’ education, school culture, educational results and internal and external contexts. Therefore, the absence of a school institutional self-evaluation carried out by the agents of the school community, and the conceptual weaknesses regarding theoretical-methodological fundaments of the school institutional self-evaluation admitted by the managers and teachers, allied to the difficulties to understand the design and the results of large scale evaluations resulted in insufficient evidence to affirm that the school institutional internal evaluation might become a means of understanding and using the results of large scale evaluation results in the teaching practices of municipal schools in Parana.