Implicações da inclusão de ciências da natureza no sistema de avaliação da educação básica para o ambiente escolar

Abstract

The System of Basic Education Assessment (SAEB), discussed since 1980 and established in 1990 in Brazil, included the samples of Nature Sciences and Human Sciences in the appliance of the tests for the ninth (9th) year of the Basic Education in the 2013 cycle, with the expectation of definitive inclusion in the next cycles. The main objective of this research was to investigate the possible implications of the Nature Sciences inclusion in SAEB for the school environment. It was made, initially, the documental research, followed by a field research with a semiestructured interview, which had the participation of a National Institute for Educational Studies and Research "Anísio Teixeira" (INEP) representative and a State Education Secretary of Paraná (SEED) representative, besides six Basic Education Science teachers and an Educator who works in five state schools jurisdicted to the Regional Nucleus of Foz do Iguaçu, Telêmaco Borba and Toledo. The analysis of the qualitative data was based in bakhtinian contributions and bordieusian sociology and education. The focus was the process and the comprehension of bakthnian theory's elements of Heteroglossia, Dialogism and Polyphony as methodological approach. The concepts of the Habitus, Symbolic Violence, the Field and Cultural Reproduction were used as a conceitual approach, based on the bordieusian Social and Education theory. The analysis of the data shows that including the Nature Sciences in SAEB may lead to implications such as: 1) to enrich the Science subject; 2) to envolve more teachers in the system assessments in the school environment; 3) to integrate the fields of knowledge; 4) to conduct changes to Science teaching; 5) to promote the scientific culture on Basic Education students; but may as well lead to: 6) prejudice Science teachers. There are also specific indications that points the necessity of: a) spreading more information to teachers and schools about SAEB and the inclusion of the Nature Sciences in the assessment system; b) promoting the knowledge to teachers about the Nature Sciences references and the school subjects to correlate them; c) elaborating a state-based assessment policy that considers the diversity of the brazilian education.