O impacto do Saerjinho nas concepções de avaliação externa e interna em uma escola do noroeste fluminense

Abstract

This study proposes to investigate the impact of bimonthly diagnostic evaluation Saerjinho at the state school routine in northwest region in the state of Rio de Janeiro, demonstrating whether there are influences by this process of assessment in the school agents conception of internal and external evaluation and whether these influences are positive. Saerjinho was first applied in 2011 as part of Assessment System of the Education Department State aiming to be an instrument to identify students’ difficulties and enabling interventions of principals and teachers before SAERJ, the annual assessment. Since it was implemented Saerjinho seems to have influenced managers, teachers and students conceptions over the school in question about evaluation causing mentality and attitude changing toward it and especially regarding systemic assessments. In order to develop this research two techniques are applied: the interview with some school community representatives, either directly or indirectly involved in the process of bimonthly diagnostic evaluation and active observation in which we observe school environment and its involvement with that assessment. In this dissertation we also discuss the contributions of this diagnostic evaluation to the challenges of education quality at school as microcosm, since quality is the greatest challenge of education administration in the state of Rio de Janeiro.