A trajetória do Sistema de Avaliação da Educação do estado do Rio de Janeiro-SAERJ

Abstract

This study was trajectory of the Basic Education Evaluation System of Rio de Janeiro, SAERJ, of the Education Department of Rio de Janeiro, from 2009 to 2015, recording this policy, its positive and negative effects in the process of teaching learning of the state network, weaknesses and mistakes made as well as causes that led to its completion. This study intends to understand the trajectory of SAERJ, analyzing the perspectives of the secretariat, professionals, students and union, considering that all these actors are what gives meaning to the educational reality, and that all are not exempt from ideological visions although, a priori, all seek the same objective, that is, the improvement of learning in the state network. For this analysis, the following were used as research methods: documentary analysis of dissertations and theses that analyzed the SAERJ directly or indirectly, documents from the teachers' union, demonstrations of students in social media, bibliographic research, questionnaires, and educational indicators. In the majority of these documents the diverse conceptions of SAERJ are evidenced, whose resistance is used as a means to fight against meritocracy, low salaries, among other points. Based on this analysis, as a propositional objective, an evaluation model for the education of this state was elaborated that contemplates both its pedagogical needs, as pointed out in the questionnaire carried out with the managers of the main levels of the secretariat, as well as the economic possibilities of the state. This research is justified firstly by making a record of a public policy implemented in the Fluminense state network and by the contribution of this evaluation to the improvement of the learning teaching process.