POLÍTICAS EDUCACIONAIS E CRITÉRIOS DE AVALIAÇÃO DA APRENDIZAGEM ESCOLAR: UM ESTUDO DE ESCOLAS ESTADUAIS DE ENSINO FUNDAMENTAL

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research seeks to investigate the re-elaboration of evaluation criteria of apprenticeship in schools ranging from 5 to 8 grades of Secondary Education, in the state of Santa Catarina. The evaluation criteria are focused on it`s correlation with present educational policies discussed after the analysis of the LDB 9.394/96, the PCNs, the Curricula Directives and also of the Project Pedagogical Politician for being about one institucional politics. Of this form the main theoretical aspects are educational the public politics, management and evaluation of Basic Ensino. To articulate the quarrel of such theoretical aspects it prioritizes the authors cited amongst the studied ones: Freitas (1995, 2002, 2003, 2004 and 2005); Pacheco (1998); Shiroma (2002); Libâneo (2005); Bondioli (2004); Blacksmith (2001); Ballester (2003); Melchior (2003) and Alfonso (2005). In the theorical perspective, the text presents a negotiated conception of evalaution criteria for Secondary Education. Over all, the analysis aims at the ways evaluation criteria are defined to the public schools, pointing how the educational policies delimitated the autonomy of school to define the evalaution criteria. This dissertation refers to a period of reforms of the public school administration standing from 1996 to 2006. A theorical discussion has been articulated with the analysis of interviews made with teachers from 5 to 8 grades of Secondary Education, in the state of Santa Catarina, and with the study of evaluation data obtained from schools.Results: it has prevailed that the evaluation performed in the researched schools tends to be a summation ones; the elaboration of evaluative criteria is left in charge of each teacher and this practice is not discussed by the school board. Due to the absence of negotiation in schools, it`s perceived a tendency for heteronomy against autonomy, for it requires the development of a democratic participative administration.

ASSUNTO(S)

educacao escolas públicas critérios de avaliação educational policies ensino fundamental políticas públicas evaluation criteria gestão educacional políticas educacionais gestão da educação school management, basic school

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