Atuação da Prova Paraná na percepção de professores de biologia em escolas estaduais públicas do núcleo regional de Ponta Grossa (NRE/PG)

Abstract

This research examines the role and influence of the Prova Paraná (PP) on Biology teaching in public state schools under the Regional Education Center of Ponta Grossa/PR, situating it within the context of large-scale external assessments and educational policies guided by accountability and curriculum standardization. The theoretical framework is grounded in Stephen Ball’s Policy Cycle Approach, articulating the contexts of influence, text production, and practice. Methodologically, it is a qualitative and explanatory study conducted with 21 Biology teachers working in the Ponta Grossa Regional Education Center, through documentary analysis and an online questionnaire. The findings show that although PP is used as a diagnostic tool and management parameter, its implementation has generated significant effects on teaching practice, such as the prioritization of content covered in the assessment, reduced pedagogical autonomy, and a superficial approach to certain topics. The analysis also reveals that pressure for numerical results and rankings fosters “teaching to the test” strategies, to the detriment of a broad and contextualized scientific education. It is concluded that, despite its potential to generate data and guide policies, PP needs to be rethought in order to effectively contribute to improving the quality of Biology teaching, respecting school specificities and promoting a critical and meaningful education.