Políticas públicas de avaliação em larga escala para o ensino fundamental nos estados brasileiros: avaliação e qualidade da educação pela métrica do centro de políticas públicas e avaliação da educação

Abstract

ersity of Western Paraná - Cascavel campus, has as it’s object of analysis, the large-scale assessments, and seeks to understand its relationship with state assessments in Brazil. Therefore, the general objective of this work is to understand the process of implementation of state assessment systems in Brazilian states associated with the Center for Public Policy and Education Evaluation, especially from the categories of assessment and quality as a public policy of large-scale assessment in elementary education. Such objective comes from the inductive questioning of the research, which is: What are the state systems of large-scale evaluation associated with the Center for Public Policy and Educational Evaluation and their categories on evaluation and quality in Brazilian states and their unfoldings in public policy for Primary Education? For the development of this dissertation, we used a qualitative research approach, with the development of documentary and bibliographic research, in which the journals named "Revista Contextual", "Revista de Rede" or "Revista do Sistema" published until the year 2022 were delimited as primary sources. The theoretical support used considers the multiple determinations for the apprehension of the historical movement of the production of large-scale evaluations, because the premise is that the state evaluations reinforce the large-scale evaluations that propagate school control, justified by a close relationship with the historical, political, and economic period. To this end, we seek theoretical support in the work of the authors: Lopes (2007), Freitas (2007), Sousa e Oliveira (2010), Machado, Alavarse e Arcas (2015), Bauer et al. (2017), Perboni, Militão e Giorgi (2019), Adrião (2018) e Bertagna e Borghi (2018). As a result of the investigations, the expansion of large scale evaluation systems was verified, until the year 2022, only the states of Roraima and Rio de Janeiro did not adhere, that is, of the 27 federative units, only two do not have their own evaluation system in effect today. The states that have their own evaluation system are advised by the Center for Public Policy and Education Evaluation - CAEd, from the Federal University of Juiz de Fora (UFJF). Finally, an advance in the process of implementing evaluation systems in the Brazilian states for Primary Education was verified, especially as a result of the effectiveness of the Basic Education Development Index (IDEB), indicating the prominence of evaluation as an indicator of human formation for the process of structural adjustment of capital.