O IMPACTO DA AVALIAÇÃO EM LARGA ESCALA NO TRABALHO PEDAGÓGICO DAS ESCOLAS DA REDE MUNICIPAL DE EDUCAÇÃO DE CASCAVEL - 2021 A 2024

Abstract

The research’s id Large-Scale External Assessments, In schools in the Municipal Network of Cascavel - Paraná, from 2021 to 2024, based on broader social determinations that affect the school space. We aim to investigate what are the main conditions imposed by the State in the materialization of a large-scale evaluation movement and some of the main impacts on the teaching-learning process and on the pedagogical work of schools in the Cascavel Municipal Network, as well as how the perception of teachers materializes in what concerns the result of external assessments and some of the changes that this movement causes in daily school life. Based on the problem, we outline the general objective of identifying whether the impacts that external evaluations supposedly bring or determine to the school exist and how they are perceived by teachers, and how the municipal school institution has faced or adapted its pedagogical work in the face of these evaluations. Ww arrived at three questions: I. Are there impacts of external assessments on pedagogical work?; II. How such impacts are perceived by teachers: III. How has the school faced or adapted to such impacts? The research is qualitative and quantitative approach, as a way of investigating the impacts of external assessments, Saeb, Prova Paraná and Prova Cascavel in Basic Education schools in the municipal network of the municipality of Cascavel, the methodological organization of this study is composed of analysis the theoretical framework: theses, dissertations, articles and works on evaluation and the presence of large-scale evaluations in Brazil; analysis of primary sources: reports from the World Bank, letters and guidelines from the State Department of Education on the Paraná Test, guidelines from the Cascavel Tes, questionnaires sent to teachers and analysis of the questionnaires. After analyzing the questionnaires from the field research carried out in schools in the Cascavel Municipal Education Network, it was found that teachers working conditions, as well as pedagogical work, are significantly impacted by the implementation of large-scale external evaluation policies. These impacts are reflected both in the organization and planning of school activities and in the pedagogical routine, requiring constant adaptations to meet the demands imposed by these assessments. Furthermore, challenges emerge directly affect the teaching-learning process and teachers’ perception of their professional practice and the results obtained. Such findings reinforce the need for critical reflection on the way these policies are structured and applied in the school context.