Banca de DEFESA: MILENA PEREIRA DE OLIVEIRA SÃO LEÃO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MILENA PEREIRA DE OLIVEIRA SÃO LEÃO
DATE: 12/08/2022
TIME: 15:00
LOCAL: REMOTO
TITLE:

EXTERNAL EVALUATION AND CURRICULUM ACTS IN THE SINGULARITY OF BLACK STUDENT’S EDUCATIONAL BACKGROUND: WHAT PUBLIC SCHOOL TEACHERS IN THE CITY OF SALVADOR

KEY WORDS:

External Assessment. Curriculum Acts. Training of Black Students. Teaching Experiences.

PAGES: 153
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation aims to understand which curriculum acts are generated, based on the demands established by external evaluations in high school school experiences and whether these acts imply the educational background of black students. As a theoretical-methodological perspective, this work was based on critical and multi-referential ethnoresearch, using semi-structured questionnaires and conversation as means of producing information. The participating social actors and actresses were teachers working in state high schools in the city of Salvador. Regarding the theoretical approach, we sought, as a subsidy to understand and describe the external evaluations, authors such as Augusto Pacheco (2011, 2012) and Ângela Brandalise (2010, 2015). In this sense, to conceptualize curriculum-training and curriculum acts,we used Macedo (2011, 2013, 2017) and Josso (2002, 2007) as references. We also consider it relevant to include the Freirean and Gramscian perspective on school, space/timeof (trans)formation and emancipation, in order to explain what school and school background we are mentioning. Bringing to the debate authors such as Nilma Gomes (2017), Kabengele Munanga (2000, 2019) and Silvio Almeida (2019) to reflect on the educational situation of black students in Brazil, correlating their training process with the curricular acts mobilized by the demands that external evaluations imply in schools. In terms of analysis, the content based on hermeneutics was used, crediting the interpretation/understanding and the multi-referentiality focus of this action. Regarding such analyses, it indicates that external evaluations, in the context of state public schools in Salvador, mainly SABE (Bahia Education Assessment System) carried out by the state of Bahia, cause changes to the planning and teaching action plan, mobilizing curriculum acts, not always positive, implying a training with education aimed at preparing students and resolving issues. Which in the singularity of the training process of black students can lead to the omission of training actions related to issues specific to this group, in addition to reflecting a accountability policy from a neoliberal perspective, can reinforce intra-school mechanisms of exclusion, mainly of the black population, for example, segregation of students indicated to perform these tests due to the contrast of the results indicated by the race category. Furthermore, the increase in mock exams can inhibit the understanding of the act of evaluating in its pedagogical, political and ethical dimensions, returning to the mistake of making evaluation synonymous with examination, thus enhancing dilemmas faced by black students in their schooling and training process.

BANKING MEMBERS:
Presidente - 4349430 - DENISE MOURA DE JESUS GUERRA
Interna - 2228252 - GIOVANA CRISTINA ZEN
Externa à Instituição - RITA DE CASSIA DIAS PEREIRA DE JESUS - UFRB
Interno - 2198885 - ROBERTO SIDNEI ALVES MACEDO