Banca de DEFESA: ALEIDE MACEDO DA CRUZ SANTOS

The relationship between the Basic Education Assessment System and School Learning Assessment practices

Educational Assessment; Basic Education Assessment System - SAEB; Assessment Practices; Educational Public Policies.

The general objective of this study is to analyze the relationship between the results of the Basic Education Assessment System - SAEB and the assessment practices developed in the initial years of the Salvador Municipal Education Network. To meet this purpose, we dedicated ourselves to investigating the following question: what is the relationship between the results of the Basic Education Assessment System - SAEB, as a regulatory policy, and the assessment practices developed in the initial years of the Municipal Education Network of Salvador ? As a basis for the theoretical and analytical foundation of this work, we spoke with authors in the field of Educational Assessment. In view of the object of study, we used the method of historical-dialectical materialism, understanding that it makes it possible to understand the relationship investigated through the breakdown and analysis of the elements that compose it and that are, simultaneously, impacted by it.

The methodology we adopted was Collaborative Research because we understand that in the construction of information, the collaboration of subjects is fundamental to understanding reality. As a data collection technique, we carried out semi-structured interviews with six professionals (managers, coordinators and teachers) working in two schools in the Municipal Education Network of Salvador. Based on the interviews, we carried out Content Analysis, looking for similarities and distances between the realities experienced based on the content from the interviewees' speeches, in the light of inferences, considering the relationships established between the evaluation practices and the results in the SAEB external examination. Based on the analysis carried out, we listed the following analytical categories: Exam Culture, Continuing Training and Pedagogical Strategies. In conclusion, we understand that, based on the results of the SAEB tests, schools have determined which contents will be prioritized in the classroom and how the evaluation process of students' learning will take place. However, it is noteworthy that, despite the emphasis given to SAEB results, the educators interviewed believe that exam scores are insufficient for understanding what the student knows or does not yet know. Finally, we understand that the school has appropriated the contents, structure and concepts of SAEB, in a strategic way, seizing what it believes to be contributory in the process of building learning, but at the same time, bringing together collective and formative efforts in order to understand and change the simple transposition of these exams with their descriptors and indicators. Thus, we highlight the construction of a training movement that, despite still having remnants of an examination practice, is already an important step towards the construction of evaluation processes aimed at the necessary learning of the subjects involved in the teaching-evaluation-learning process.