Políticas de avaliação em larga escala na educação básica no contexto de mundialização capitalista: implicações para o trabalho docente

Abstract

This thesis sought to investigate the repercussions of large-scale evaluation policies on teaching work in the context of the globalization of education, considering the organization of Portuguese and Brazilian public schools. The overall objective was to investigate the policies of large-scale evaluation and its consequences for the teaching work, having the Portuguese and Brazilian educational realityas an empirical locus. This research is based on the assumptions of the qualitative approach, based on the epistemological frame of historical materialism. As methodological procedures of this study, we used the combination of techniques namely: bibliographic analysis, documentary analysis, observations and interviews. The empirical research in Portugal was carried out using the following methodological instruments: immersion, observation, field notes, questionnaires and semi-structures interviews. In Brazil, semi-structured questionnaires and interviews were used. Understanding the need to discuss the research topic inserted in historical-social relations, we theoretically studied the process of globalization of capital and education, as well as its ideological perspectives in the contemporary context. We observed that the globalization of education is articulated with the historical movement of capitalism internationalization. We also studied the historicity of the process of implementation and consolidation of large-scale evaluation policies in Portugal and in Brazil, as well as the repercussions for the teaching work. The readings indicated that the external evaluations have a similar core, inserted in the proposals of world educational reforms, by assuming centrality in educational policies, especially since the last decade of the 20th century. Based on bibliographical and documentary analysis, we constructed three categories of analysis for the development of empirical research: educational/school administration; configuration of the teaching work in front of external evaluation policy; regulation of education. The research revealed, in both realities, that the large-scale evaluation policies are articulated with the process of globalization and capitalism, in which education constitutes a mechanism for the viability of the hegemonic societal project. Using an ideological discourse of quality referenced in managerialism, such policies express a marketing and classificatory logic, a parameter that disregards the complexity of the educational process. Therefore, the standardized tests seek to legitimize hegemonic knowledge, corroborating to a conditioning of the teaching work, through strategies that contribute to a standardization and subordination of education, besides modifying the teaching work with utilitarian practices, prioritization of areas of knowledge, contents and procedures. The evaluation concept in relation to the politics of external evidence is referred to in scientific neutrality, suggesting the exams seem neutral and their results express the quality of the education.