Usos da prova Brasil : uma análise em escolas municipais de Ensino Fundamental I.

Abstract

The present dissertation presents results of a research that analyzed the uses of the ¿Prova Brasil¿ in two municipal schools of a metropolitan region, with the objectives of investigating its utilization for the school planning and to analyze if the continued formation of the teachers in the school, in the Schedule of Pedagogical Work (HTP), contemplates the study of this instrument of evaluation in large scale, the analysis of the results of the ¿Prova Brasil¿ and the proposition of actions to remedy any difficulties found by the school or improve the quality of work there. The research adopts a qualitative approach, involves two public primary schools (1st to 5th year), its school administrators and teachers. It adopts as methodological procedures: bibliographical survey and elaboration of reference on the subject; analysis of official and school documents; and semi-structured interviews. The findings of the bibliographical survey point to the diversification of the uses of the ¿Prova Brasil¿, among them: continued formation of the teachers; encouraging the creation of own systems for evaluation of networks and assistance in the selection of contents; policies of teacher accountability for student achievement; loss of school autonomy and curriculum reduction; pedagogical actions that only aim at the preparation for the tests; elaboration of rankings; and, even, the inexistence of the use of the ¿Prova Brasil¿ in schools. The findings in the documents of the studied schools indicate that there was no specific training work on the ¿Prova Brasil¿ during the year 2015 and that the time allocated to the training of teachers in the school is divided with questions of school organization, which occupy more space in the difficult to deepen the issues surrounding the evaluation. However, it was verified the use of the ¿Prova Brasil¿ as an evaluation model by the teachers and, for a plot, as a reference for self-evaluation of the work done in the classroom. Based on the constructed benchmark, it¿s considered that ¿Prova Brasil¿ permeates school planning, but its reports are not observed for the elaboration of the Political Pedagogical Project. As for continuing education in the school, the analysis of the minutes of meetings of the HTPs indicates that this activity needs to be rethought, since it does not fulfill its formative role. Teachers and managers consider the analysis of ¿Prova Brasil¿ and its results important, but they understand that this work becomes impracticable due to the short time available for this purpose. Considering the results, it¿s concluded that if the teacher training time in the school was better optimized, it would be possible to use the ¿Prova Brasil¿ as a subsidy in the school planning process and the continuous training of teachers in the school, due to the positive receptivity of this external evaluation instrument in schools, both by managers and teachers.