Mecanismos de accountability na Prova Paraná: efeitos no ensino de Biologia em escolas estaduais de Ponta Grossa/PR

Abstract

In the current Brazilian educational context, in addition to internal assessments conducted within schools, the evaluation of schools by agents external to the institution—the so-called large-scale external assessment—stands out. These assessments aim to measure the quality of education by verifying student learning according to the skills foreseen in the school curriculum. In the state of Paraná, the large-scale assessment policy is operationalized through the Paraná Test. This research aims to analyze the interrelationships between the Paraná Test and accountability mechanisms in the context of Biology teaching in the state public school system of the city of Ponta Grossa/PR. The research problem consists of understanding how these external assessments are articulated with pedagogical practices and school management, especially within the discipline of Biology. The methodology adopted in this research will be bibliographic, descriptive, and qualitative, using document analysis and semi-structured interviews as the main instruments for data production. The research participants are Biology teachers, selected based on criteria related to their work in the state public school system and their involvement with the Paraná Test. The data collection and analysis procedures involve selecting Biology teachers working in state public schools in Ponta Grossa/PR, whose perceptions will be examined using content analysis techniques. The dissertation will be structured in three main chapters. The first chapter will present the methodological approaches of the investigation, contextualizing the relationships between the State and external evaluation systems, with an emphasis on the Paraná Test. The second chapter will discuss educational public policies and large-scale external evaluation, addressing legislation, guidelines, and goals, such as the National Education Plan (PNE), the Law of Guidelines and Bases of National Education (LDB), and the Basic Education Development Index (IDEB), in addition to analyzing the role of the Paraná Test in school management and Biology teaching. The third chapter presents the results of the empirical research, discussing teachers' perceptions of accountability mechanisms and the effects of the Paraná Test on pedagogical practice. The final considerations will summarize the main findings, contributions, and limitations of the study, pointing to possibilities for future investigations