Sistemas municipais de ensino: limites e possibilidades em sua articulação com as políticas nacionais de avaliação educacional

Abstract

The research sought to know how the local systems of education have been affected by the policies of the federal government. The central issue is the implementation of the national policy for educational assessment in elementary municipal and its possible effects. The overall objective focused on the understanding of how municipal systems that adopt school under desseriado, have incorporated the discursive practices of the national policy for the evaluation of basic education. The study focused on the educational policy of the municipal systems of Duque de Caxias/RJ, Niteroi/RJ and São João de Meriti/RJ, for the organization of fundamental education so desseriada in the period between the years 1997 and 2011, including. The theoretical and methodological route was based on authors who favored the reflection on the active interpretation in the local context, the discourse of national educational policies educational assessment - Ball (1992, 2009), Fairclough (2010), Van Dijk (2010), Draibe (2001) Casassus (2001) and Shiroma (2001). Are presented as central to understanding the relationship between central and local political concepts of federalism, decentralization, autonomy and collaboration. The analysis of textual focused: the implementation of the municipal education desseriado and their proposals for educational evaluation, the discourses of national and municipal policies in the decades of 1990 and 2000, and some results of the national educational assessment conducted in the municipalities investigated. The survey results point to discursive shifts in educational evaluation municipal, favored by the culture of evaluation and monitoring of results. The design of educational quality endorsed on competitiveness, productivity, efficiency and effectiveness, permeated the discourses related to social justice, democratic management, participation, inclusion and citizenship. Being adopted in the national discourse, this language was incorporated by local systems of education in their pedagogical and norms for the implementation of teaching desseriado.