Avaliação externa no Estado de Mato Grosso e a formação continuada dos professores de língua portuguesa: desafios para uma educação de qualidade

Abstract

The research, with a qualitative approach, aimed to analyze, from the perspective of Portuguese language teachers of the 3rd cycle of elementary school (eighth year) of the State of MT, the contributions of the Diagnostic Evaluation of State Public Education (ADEPE) carried out in 2016 for the professional development of teachers and how this evaluation interfered in the quality of Portuguese language teaching. The question that permeated the investigative work was: ""How did the Diagnostic Evaluation of State Public Education (ADEPE) in the State of Mato Grosso contribute to the continued training of teachers and interfered in the quality of Portuguese language teaching from the perspective of teachers?"" The study was justified by the need to problematize the external evaluation, ADEPE-MT (2016) and the involvement of teachers in the evaluation results, considering the scenario of changes caused by actions resulting from the implementation of educational evaluation policies aimed at improving the quality of Portuguese language teaching. As methodological instruments of the research, we used the analysis of documents guiding the educational public policies of Mato Grosso aimed at teacher education and teaching practice, as well as data resulting from the research conducted through an online questionnaire answered by 28 Portuguese-language teachers from elementary school II from public schools located in nine municipalities in the state of Mato Grosso, representative of the different regions/poles of the State. The qualitative data were analyzed according to the methodology proposed by Minayo and the content analysis according to Bardin. The research was based on studies by authors who dealt with the evaluation, including Freitas, Hoffmann, Luckesi, and Saul. For data analysis, three thematic axes were defined that emerged from the answers of the subjects to the questionnaire: 1- to external evaluation policies; 2- the continuing education of Portuguese language teachers; 3- to quality in Portuguese language teaching. The results showed: 1) a representative distance between the content of external evaluations and what is taught in the classroom; 2) the external evaluation does not include the specificities of the school and regionality; 3) the non-direct participation of teachers in evaluation policies; 4) the external evaluation as a regulation of teaching, considering that, although the objective of the external evaluation is to approximate the content taught in the classroom with what is being evaluated, the level of knowledge required in external evaluations differs from that which occurs in practice. Based on these findings, this thesis provides indications about external evaluation and the impacts on the continuing education of teachers and an interpretation of the results, in view of the quality of teaching in Portuguese.