Seminário Internacional Avaliação Externa de Escolas
VOLUME DE ATAS
Organizadores do Volume de Atas
José Augusto Pacheco
Joana Sousa
Natália Costa
Centro de Investigação em Educação
Instituto de Educação
Universidade do Minho
Campus de Gualtar
4710-057 Braga
www.cied.uminho.pt
[email protected]
Comissão Organizadora:
José Augusto Pacheco, U. Minho
Carlinda Leite, U. Porto
Carlos Barreira, U. Coimbra
Fernando Gonçalves, U. Algarve
Isabel Fialho, U. Évora
Pedro Rodrigues, U. Lisboa
Comissão Científica:
Ana Mouraz, U. Porto
Filipa Seabra, U. Aberta/U. Minho
Mª da Graça Bidarra, U. Coimbra
João Moreira, U. Lisboa
José Carlos Morgado, U. Minho
José Saragoça, U. Évora
Maria José Silvestre, U. Évora
Preciosa Fernandes, U. Porto
Sandra Valadas, U. Algarve
Capa
Luís Borges
ISBN
978-989-8525-42-0
Este trabalho é financiado por Fundos FEDER através do Programa Operacional Factores de
Competitividade – COMPETE e por Fundos Nacionais através da FCT – Fundação para a Ciência e a
Tecnologia no âmbito do projeto PTDC/CPE-CED/116674/2010
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Avaliação externa de escolas:
Um olhar sobre os estudos empíricos
Costa, S.
Universidade do Minho
Email: [email protected]
Resumo
Esta comunicação é um recorte de um projeto de investigação no âmbito do Curso de
Mestrado em Ciências da Educação – Área de Desenvolvimento Curricular e Inovação
Educativa da Universidade do Minho sobre a avaliação externa: impacto e efeitos nas
práticas curriculares e pedagógicas dos professores do 1º ciclo do ensino básico. Para tal,
tornou-se fundamental conhecer os estudos empíricos já realizados no âmbito da avaliação
externa de escolas. Realizámos uma análise documental a 26 estudos empíricos recolhidos
dos
repositórios
de
diversas
instituições
do
ensino
superior.
Concluiu-se que os modelos de AEE têm pontos semelhantes, tanto em Portugal (no ensino
público e privado), como em comparação com modelos de outros países. A AEE tem
impacto nas escolas enquanto organizações e no desenvolvimentos profissional dos
professores, afetando inclusivamente as suas decisões curriculares e pedagógicas. Ainda
num olhar sobre as escolas, estudos apontam para a AEE como provocadora da melhoria
das organizações e beneficiadora do desenvolvimento de dispositivos de avaliação interna.
1 Introdução
A avaliação em educação está em mutação desde a década de 60, quando o ensino era basicamente de
cunho positivista (objetivista) e estas modificações estão ligadas tanto aos objetivos educacionais propostos
quanto às implementações normativas que influenciam a operacionalização do ensino.
A avaliação e as atividades educacionais tomaram o caráter político que impôs sobre as atividades
educacionais uma vigilância constante e uma certa gestão de informações (Machado, 2013). É nesta
perspetiva que o conhecimento e a educação ganham o caráter de quase-mercado em educação, podendo
ser oferecido e comercializado, onde, em nome da transparência a competitividade, se torna o impulso
principal para o sucesso que critica e desafia os padrões socias rígidos. O Estado Avaliador que se
apresenta é um traço distintivo das mudanças nas políticas educativas.
Esta comunicação é um recorte de um projeto de investigação no âmbito do Curso de Mestrado em
Ciências da Educação – Área de Desenvolvimento Curricular e Inovação Educativa da Universidade do
Minho sobre a avaliação externa: impacto e efeitos nas práticas curriculares e pedagógicas dos professores
do 1º ciclo do ensino básico, que visa verificar quais são as alterações que os professores do 1º ciclo do
ensino básico do distrito do Porto evidenciam ao nível das suas práticas curriculares e pedagógicas,
considerando as avaliações externas de aprendizagens e a avaliação externa de escolas. Este estudo, por
sua vez, está integrado no projeto Impacto e Efeitos da Avaliação Externa nas Escolas do Ensino não
Superior. Para tal, tornou-se fundamental conhecer os estudos empíricos já realizados no âmbito da
avaliação externa de escolas
2 Metodologia
Este trabalho baseou-se na revisão da literatura e análise documental de trabalhos científicos
(principalmente teses e dissertações) disponíveis em bases de dados das instituições de Ensino Superior.
As palavras-chave foram avaliação externa, avaliação de escolas, autoavaliação, avaliação institucional e
qualidade.
17
Foram selecionados 26 trabalhos na linha da avaliação externa das escolas após uma leitura flutuante e
consultas em resumos e conclusões.
Desta forma, optamos pela análise documental como técnica de análise de dados (Bardin, 2014) que
representa uma abordagem qualitativa, subjetivista e interpretativa (Bodgan&Bicklen, 1994). Sendo os
documentos fontes de dados brutos para o investigador, são matérias à disposição para serem submetidos
ao trabalho analítico e análogo por meio da interpretação crítica (Flores, 1994 citado por Calado & Ferreira,
2005).
A análise documental consiste em recolher documentos com objetivos e critérios de codificação já prédefinidos e a partir deles realizar a transcrição da interpretação dos dados fornecidos pelos documentos
produzindo um texto analítico.
A clareza da análise é favorecida pela possibilidade da interpretação dos dados por meio da leitura e da
prática essencialmente descritiva que compõem o corpus textual, trazendo para a investigação a
credibilidade que uma investigação que o cunho qualitativo propõe.
Para esta análise utilizamos os critérios de análise e conteúdo trazidos por Bardin (2014) que propõe:
1- Pré analise - leitura flutuante dos diversos documentos em busca de dados com base nos critérios pré
definidos.
2- Exploração do material - redução e dados, ou categorização dos dados, um processo simultâneo;
enquanto explora, lê, seleciona, categoriza (Esteves, 2006; Bardin, 2014).
3- Apresentação dos dados - Segundo Bardin (2014) pode acontecer de várias maneiras, uma matriz,
um gráfico, um quadro, uma figura ou ainda uma apresentação simplesmente descritiva.
3 Resultados
Os estudos selecionados debruçam-se sobre quatro temáticas distintas:
1. Modelos de AEE (Barros, 2006; Matos, 2010; Santos, 2010; Cardoso, 2011; Brigas, 2012;
Rodrigues, 2013;Sousa, 2013)
2. AEE e o seu impacto nas organizações e no desenvolvimento profissional (Faria, 2000; Silva, 2006;
Duarte, 2009; Domingos, 2010; Lopes, 2010; Caldas, 2011; Pinho, 2011; Silva, 2011; Castro, 2012,
Dourado, 2012, Freitas, 2012; Costa, 2013; Marques, 2013)
3. AEE e a melhoria e avaliação interna (Fonseca, 2010; Dias, 2012; Soares, 2012; Silvestre, 2013)
4. AEE e a qualidade (Gonçalves, 2009; Tavares, 2011)
Após a análise destes estudos, concluímos o número de estudos que abordavam uma determinada
categoria nos seus resultados.
Categoria
Melhoria
Autoavaliação
Reflexão e
aprendizagem
Impacto
Irrelevância
Estudos
Melo, 2015; Costa, 2013; Silvestre, 2013; Brigas, 2012; Dias, 2012;
Freitas, 2012; Caldas, 2011; Cardoso, 2011; Castro, 2011; Pinho,
2011; Silva, 2011; Lopes, 2010; Matos, 2010; Santos, 2010;
Gonçalves, 2009;
Costa, 2013; Silvestre, 2013; Dias, 2012; Dourado, 2012; Soares,
2012; Caldas, 2011; Cardoso, 2011; Melo, 2011; Pinho, 2011; Silva,
2011; Matos, 2010; Santos, 2010; Barros, 2006;
Marques, 2013; Sousa, 2013; Castro, 2012; Dias, 2012; Dourado,
2012; Freitas, 2012; Melo, 2011; Silva, 2011; Lopes, 2010; Matos,
2010;
Sousa, 2013; Tavares, 2011, Domingos, 2010; Faria, 2010;
Gonçalves, 2009;
Castro, 2012; Dourado, 2012; Duarte, 2009, Barros, 2006; Silva,
2006;
Nº de estudos
15
13
10
5
5
18
Accountability
Mudança Cosmética
Burocracia
Semelhança
de
Modelos
Rodrigues, 2013; Melo, 2011; Domingos, 2010;
Marques, 2013; Castro, 2012; Silva, 2011;
Castro, 2012; Silva, 2011; Fonseca, 2010;
Rodrigues, 2013; Sousa, 2013; Brigas, 2012;
3
3
3
3
Tabela 1. Resultados
Dos estudos empíricos apresentados, 15 referem-se à AEE como promotora da melhoria. As organizações
e os atores vêem-se reforçados pela existência da AEE e consideram que o seu relatório e consequentes
planos de melhoria são uma mais-valia para a escola.
Este resultado reflete-se na implementação e melhoria de práticas de autoavaliação, referidas por 13
estudos, que enfatizam as novas dinâmicas das equipas de autoavaliação (re)ativadas pela AEE. Com a
autoavaliação, organizações e atores voltam-se para si mesmos, refletindo e aprendendo sobre os seus
papéis e dinâmicas, apontados por 10 estudos.
O impacto e a irrelevância da AEE são apontados pelo mesmo número de estudos. No entanto, os estudos
mais antigos são os que apontam menos destaque à AEE, dando a entender que nos estudos mais
recentes espelham-se a apropriação do processo de Avaliação Externa e das suas vantagens, deixando de
ser apenas um processo externo, para se tornar uma alavanca de potencialidades das organizações, não
deixando de ser considerada a prestação de contas e responsabilização, bem como a burocracia inerentes
a este processo de avaliação, sendo que ainda são consideradas mudanças cosméticas, prontas para
agradar e preencher requisitos externos.
Por fim, os diferentes modelos (comparações entre países ou público/privado) são considerados
semelhantes em muitos pontos, nomeadamente nos seus propósitos e formato de checklist burocrática.
4 Conclusão
Neste trabalho, propusemo-nos realizar uma análise documental a 29 estudos empíricos recolhidos dos
repositórios de diversas instituições do ensino superior, usando as palavras-chave: avaliação externa,
avaliação de escolas, autoavaliação, avaliação institucional e qualidade.
Verificámos que estes estudos se debruçaram sobre quatro temáticas: Modelos de AEE, AEE e o seu
impacto nas organizações e no desenvolvimento profissional, AEE e a melhoria e avaliação interna e AEE e
a qualidade.
Concluiu-se que os modelos de AEE têm pontos semelhantes, tanto em Portugal (no ensino público e
privado), como em comparação com modelos de outros países. A AEE tem impacto nas escolas enquanto
organizações e no desenvolvimentos profissional dos professores, afetando inclusivamente as suas
decisões curriculares e pedagógicas. Ainda num olhar sobre as escolas, estudos apontam para a AEE como
provocadora da melhoria das organizações e beneficiadora do desenvolvimento de dispositivos de
avaliação interna.
Referências Bibliográficas
Bardin, L. (2014). Análise de Conteúdo. 4º Ed. Edições 70.
Barros, A. (2006). A Avaliação das Escolas: Análise Crítica da Lei nº31/2002, de 20 de Dezembro.
Dissertação de mestrado, Aveiro: Universidade de Aveiro.
Brigas, J. (2012). Modelos de Avaliação Externa das Escolas – O caso português no contexto europeu.
Dissertação de mestrado, Lisboa: Universidade Aberta.
Caldas, R. (2011). Impacto da Avaliação Externa na Escola: um Estudo de Caso numa Escola do litoral
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Cardoso, S. (2011). A avaliação da Qualidade em Agrupamentos de Escolas – Aplicação do modelo CAF.
Dissertação de mestrado, Coimbra: Universidade de Coimbra.
19
Castro, H. (2012). Avaliação de escolas: entre o ritual de legitimação e o gerenciamento da imagem. Um
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Dias, P. (2012). A Avaliação Externa de Escolas: um contributo para a mudança na Organização Escolar?
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Universidade de Coimbra.
Machado, E. A. (2013) Avaliar é ser sujeito ou sujeitar-se? Elementos para uma genealogia da avaliação.
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Pacheco, J. A.(Org.) (2014). Avaliação externa de escolas: quadro teórico/concetual. Porto: Porto Editora
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20
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21
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GHHVFRODV1RFDVRGDVFLQFRHVFRODVFRQVLGHUDGDVQHVWHHVWXGRpSRVVtYHODILUPDUTXHD$((WHPWLGR
XPLPSDFWRQDSURPRomRGHDo}HVGHPHOKRULD1RHQWDQWRRQtYHOGRLPSDFWRYDULDHQWUHRžHRžFLFOR
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«Tem sido um motor para… sabemos que não estamos bem e estamos a tentar melhorar, não é?»
(D_AgE4).
24
«Na primeira avaliação fomos obrigados a reforçar todos os mecanismos que tínhamos de
autoavaliação, levados a profissionalizar mais as nossas práticas e a ter um cuidado redobrado com
o registo efetivo de tudo aquilo que íamos fazendo…» (D_AgE2).
«Quando recebemos a primeira avaliação e quando recebemos a segunda… o Pedagógico refletiu
maneiras de ultrapassar, foi quando surgiu as ideias de vários projetos para que melhorassem os
pontos da qual foram focados como menos positivos» (Cdep_AgE1).
«Alguma influência tem. Tanto mais que nós temos neste momento um peso em cima que é o facto
de termos sido avaliados de muito bom e não podemos descer, a subir só podemos subir»
(D_AgE1).
«A avaliação externa é sempre um olhar… desafia a escola» (EqAA_AgE3).
«Agora o primeiro ciclo, o primeiro trouxe melhorias…» (D_AgE2).
(VWHVGDGRVSHUPLWHPLQIHULUTXHDDYDOLDomRH[WHUQDGHHVFRODVTXHVHGHVHQYROYHHP3RUWXJDOWHPLGRDR
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PXGDQoDHPHOKRULDGRIXQFLRQDPHQWRGDVLQVWLWXLo}HVHVFRODUHV'HYRV9HUKRHYHQ&DPSEHOO
/HYLQ&RH
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SUHVHQWHV QR UHODWyULR TXH SRU XP ODGR SHUPLWHP D WRPDGD GH FRQVFLrQFLD GH GHWHUPLQDGRV DVSHWRV D
PHOKRUDU SHOD FRPXQLGDGH HVFRODU HP JHUDO H SRURXWUR ODGR SRU DVFRQFOXV}HVDSUHVHQWDGDV FRQIHULUHP
OHJLWLPLGDGH D DUJXPHQWRV Mi DSUHVHQWDGRV SRU DOJXPDV HVWUXWXUD GH FRRUGHQDomR H JHVWmR HVFRODU H
FRQVHTXHQWHPHQWHOHJLWLPDUHPDWRPDGDGHGHFLVmRHLPSOHPHQWDomRGHDo}HV
«Põe-nos a refletir sobre as coisas, também… É um olhar externo que nos ajuda a perceber coisas
que se calhar estariam à nossa frente e nós até nem teríamos pensado nelas… mas eu nesta última
avaliação externa não sei» (Cdep_AgE3).
«Eu acho que quando se põe em causa qualquer coisa… serve para refletir e obrigatoriamente se
melhora alguma coisa» (CDep_AgE4).
«Ao analisarmos o relatório nas várias estruturas, acho que faz refletir e reconhecer há alguns
aspetos que é preciso melhorar» (D_AgE4).
«De facto, nós nunca temos a verdadeira perceção, e estamos tão imbuídos no trabalho que
precisamos destes momentos, porque muitas vezes é quando nós pensamos que temos aí a
inspeção e vamos refletir sobre o que temos…» (D_AgE3).
8P RXWUR DVSHWR TXH LQIOXHQFLD IRUWHPHQWH D LPSOHPHQWDomR GH PHOKRULDV H TXH HVWi SUHVHQWH DSHQDV
QHVWH VHJXQGR FLFOR GH $(( SUHQGHVH FRP D REULJDWRULHGDGH GH FRQVWUXomR LPSOHPHQWDomR H
PRQLWRUL]DomRGHXPSODQRGHPHOKRULD(VWHpXPSURMHWRGHDomRSURGX]LGRSHODVHVFRODVFRPEDVHQDV
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FRPSURPLVVR DVVXPLGR SHODV LQVWLWXLo}HV HVFRODUHV H TXH RULHQWD D DomR FRPR PRVWUDP RV VHJXLQWHV
H[FHUWRV
«Quando a avaliação externa foi realizada, a primeira, fizeram a avaliação externa, saiu o relatório,
ponto. Depois o agrupamento fez o que achava que devia fazer. Aquando desta segunda avaliação
externa já não foi bem assim… já não foi um ponto. O agrupamento teve que elaborar um plano de
melhoria… portanto nós começamos a agir logo aí» (EqAA_AgE3).
«Na primeira avaliação externa, não fomos obrigados a fazer plano de melhoria… Portanto não
fizemos… agora tivemos que fazer» (D_AgE4).
(VWHV GHSRLPHQWRV LQGLFLDP TXH D $(( SDUHFH FXPSULU RV VHXV SURSyVLWRV GH SURPRomR GD PHOKRULD DR
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5HH]LJW&UHHPHUV&RH
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«A articulação. Houve melhorias aí… Passou a ser formalizada e mais sistemática» (Cdep_AgE4).
25
«A partilha de materiais intensificou-se. O trabalho colaborativo intensificou-se» (Cdep_AgE2).
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«E por orientações do resultado da [primeira] avaliação externa que tivemos, sentimos necessidade
de constituir uma equipa e de formalizar os processos» (EqAA_AgE3).
«A primeira avaliação veio efetivamente ajudar-nos a organizar-nos de forma diferente em relação
aos processos de avaliação de toda a escola» (D_AgE3).
«Foi no resultado da avaliação externa que se constituiu a equipa de autoavaliação. Foi assim em
quase todas as escolas. Foi nos resultados da primeira geração de AEE que as escolas
constituíram as suas equipas (EqAA_AgE3).
(QFRQWUDPVH DLQGD LQGtFLRV GH LQIOXrQFLD GD DYDOLDomR H[WHUQD QRV PRGRV GH RUJDQL]DomR GRV
DJUXSDPHQWRV
«A escola sente necessidade de se organizar melhor… por isso isto nunca é incipiente, tem sempre
efeitos» EqAA_AgE3).
«Eu acho que nós não estávamos nada mal, em termos de organização, da forma como
trabalhamos. Mas vai-nos obrigar ainda a trabalhar melhor» EqAA_AgE3).
)RLSRVVtYHOLGHQWLILFDUDLQGDSDUWLFXODUPHQWHQRVHJXQGRFLFORGH$((XPRXWURDVSHWRGHLQIOXrQFLDHTXH
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«Por exemplo, este aspeto da supervisão… já tinha sido um ponto crítico na primeira avaliação, e
na segunda… e portanto esta ação veio dar-nos força. Ajudou-nos a implementar» (D_AgE3).
«Mais na monitorização das medidas de promoção do sucesso… implementamos algumas
dinâmicas… na autoavaliação também… E depois na supervisão pedagógica… temos quase todas
as turmas com coadjuvações nas disciplinas estruturantes» (D_AgE4).
2VH[FHUWRVDTXLDSUHVHQWDGRVPRVWUDPTXHRSULPHLURFLFOR$((SDUHFHWHUWLGRXPLPSDFWRHLQIOXrQFLD
PDLV VLJQLILFDWLYRV QR IXQFLRQDPHQWR H PHOKRULD GRV DJUXSDPHQWRV GH HVFRODV SRU FRPSDUDomR FRP R
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Avaliação externa de escolas: observatório de melhoria e
de eficácia e envolvimento da autarquia.
Carneiro, E.
Centro de Investigação em Educação - Universidade do Minho
[email protected]
1 Introdução
Neste artigo, abordaremos a questão principal do nosso estudo – avaliação de escolas – onde referimos
questões pertinentes para o nosso estudo. Salientaremos Maria do Carmo Clímaco (2005) com o seu
trabalho, “Avaliação de Sistemas em Educação” em que a autora apresenta os “modelos de avaliação da
escola”, as “práticas de autoavaliação” exemplificando os diferentes modelos, desde os mais simples aos
mais elaborados, que passaremos a descrever de uma forma muito breve: o “Observatório da Qualidade da
Escola”, mais propriamente o Programa Educação Para Todos (PEPT – 2000). Este projeto surgiu com o
objetivo de observar o desempenho da escola, identificar as respetivas prioridades e acompanhar os
respetivos progressos. Este modelo surgiu nos anos 90, tendo abrangido mais de 1000 escolas. A autora
refere que o balanço final foi positivo (ibid., p. 198). Neste “Observatório”, a escola aparece como um objeto
de gestão: gestão de recursos e de afetos; a “Avaliação da Qualidade da Educação Escolar” – Projeto-piloto
Europeu lançado pela Comissão Europeia em 1997/1998 a todos os países da comunidade com o grande
objetivo de introduzir a cultura da autoavaliação nas escolas de ensino não superior. Aqui a escola aparece
como sendo um campo de relações sociais e afetivas, subordinado às aprendizagens, assumindo papel
central a sala de aula (ibid., p.204); O “Projeto da EFQM (Fundação Europeia para a Gestão da Qualidade)
– Melhorar a Escola” criado em 1988. No entanto é a partir de 1991 que o modelo é revisto e adaptado a
todos os tipos de organizações, entre elas, a escola. Pretendia fornecer dentro do mesmo quadro concetual,
os instrumentos de diagnóstico e de autoavaliação necessários. Neste modelo já se identificavam os pontos
fortes e os pontos fracos do desempenho e os constrangimentos e oportunidades de crescimento (ibid.,
p.209).
A autora apresenta ainda “outras iniciativas nacionais e europeias – novas abordagens na avaliação”,
nomeadamente modelos derivados do modelo inicial – EFQM – o modelo criado pela Inspeção da
Educação da Escócia (“How good is our school?”), modelos patrocinados pela Comissão Europeia e pelo
Programa Comenius, as Inspeções Nacionais de Educação europeias têm vindo a centrar-se na avaliação
externa, na indução da autoavaliação e no acompanhamento do progresso das escolas. Com a publicação
dos resultados de grandes projetos internacionais de avaliação das aprendizagens surgiram importantes
debates com as mais diversas consequências. No entanto é com a divulgação da publicação dos resultados
do PISA 2000 (Programa Internacional de Avaliação de Alunos) que Portugal toma consciência da
importância destes resultados e inicia-se assim, a preocupação com os direitos dos alunos a uma educação
de qualidade.
Assim, as questões relacionadas com o sucesso dos alunos, nomeadamente as questões de educação e
aprendizagens, tornam-se centrais para todos aqueles que estão envolvidos neste processo: administração
e escolas. É a partir de tudo isto que as Inspeções de Educação têm vindo a adotar como questões centrais
no seu trabalho, o acompanhamento do sucesso dos alunos, monitorizar e avaliar as condições que as
escolas criam para atingir o sucesso escolar. Em grande parte das Inspeções, a avaliação desenvolvida
assume-se como avaliação externa. Os modelos apresentam dimensões com diferente relevância e
desenvolvimento. No entanto a autora (Clímaco, 2005) considera três fatores comuns a todos eles: “a
observação dos processos de aprendizagem e ensino em sala de aula, o clima de escola e os apoios aos
alunos” (p. 216).
Em Portugal, nos anos de 1997/1998 e 2001/2002 a Inspeção Geral da Educação (IGE) desenvolveu um
Programa de Avaliação Externa das Escolas – avaliação integrada. A conceção deste modelo de avaliação
externa teve em atenção o facto de o modelo poder vir a ser aplicado e/ou adaptado pelas escolas na sua
autoavaliação.
Outro modelo de intervenção inspetiva é o Modelo ESSE – a meta-avaliação – ou seja, a avaliação da
autoavaliação. Aqui é fundamental estabelecer um equilíbrio entre a avaliação externa e a avaliação interna.
Constitui assim, uma poderosa forma de produzir informação de retorno para as escolas de qualquer nível,
43
uma vez que coloca “à prova” a maturidade, a consciencialização da cultura de avaliação existente na
escola. Este facto reforça “a autonomia da escola e a maturidade profissional da comunidade educativa”
(Clímaco, 2005, p. 229).
2 Observatório de melhoria e de eficácia da escola (OMEE)
À luz do conceito de “comparação referenciada” encontramos o Observatório uma vez que neste projeto de
desenvolvimento educativo colocam-se todos os agentes interessados e/ou envolvidos: elementos da
direção da escola, professores, alunos, coordenadores de departamentos, pais e/ou encarregados de
educação, assistentes operacionais, no centro das diferentes ações que visam o respetivo projeto. Isto é,
todos participam na discussão das ideias, na sua operacionalização, na procura de soluções. O
Observatório também visa diagnosticar, refletir, comparar práticas, para atempadamente se poder introduzir
mais-valias ou ganhos de eficiência relevantes para a escola em questão.
Com o desenvolvimento dos trabalhos do Observatório que por sua vez recorre à equipa responsável pelo
Observatório e à equipa de autoavaliação da escola poderemos estar perante um processo de
“benchmarking” ou de “comparação referenciada”, pois o Observatório constitui uma modalidade de
autoavaliação orientada para resultados, por comparação com boas práticas.
Partindo do princípio de que o Município em estudo e os Agrupamentos de Escolas se encontram neste
processo, surgem-nos três tipos de questões: “as que se relacionam com as finalidades e o tipo de processo
que se quer desenvolver (ordem concetual); as que se referem aos compromissos a que se obrigam todos
os envolvidos quanto à informação a recolher e a analisar e ao respeito pelo acordo a estabelecer entre os
parceiros (ordem ética); as que são relativas aos procedimentos e sequência das ações a desenvolver
(ordem técnica) ” (Clímaco, 2005, p.239).
1 A questão surge com a consulta e levantamento de dados existentes no sítio da Universidade Lusíada onde
encontramos o Observatório (OMEE). Este Observatório (OMEE) resultou de um protocolo de parceria estabelecido entre o
Ministério da Educação, a Fundação Minerva – Cultura, Ensino e Investigação Científica, entidade instituidora das
Universidades Lusíada, e o Município em estudo, em julho de 2009. Este protocolo teve como objetivo estabelecer os
princípios gerais que iriam orientar a criação e desenvolvimento do Observatório (OMEE), um organismo da Universidade
Lusíada do Porto.
Os autores do Observatório, de acordo com o publicado na respetiva página, referem que, para além de se
focar no diagnóstico e avaliação, o OMEE assume, como prioridade, a promoção de “boas práticas” e de
monitorização da implementação de estratégias empiricamente validadas para encontrar respostas a
necessidades no âmbito da educação, tendo como finalidade a produção de estratégias e práticas validadas
para a promoção do sucesso escolar, um movimento conhecido internacionalmente como School
Improvement and School Effectiveness.
O Observatório apresenta-se como sendo uma organização de natureza académica e interdisciplinar,
vocacionada para a promoção de estratégias de melhoria da escola cujo impacto na eficácia da escola
esteja empiricamente validado. Com o Observatório as escolas têm de produzir relatórios sobre o seu
desenvolvimento e sabemos que alguns autores consideram a escrita um processo importante de
descoberta e de aprendizagem. (Clímaco, 2005, p.244)
2.1.Enquadramento
Sendo o desempenho académico considerado um fenómeno multidimensional (fatores do aluno, da família,
da escola, da comunidade, das políticas educativas), nos últimos anos, tem-se verificado que a investigação
tem dado importantes contributos para a compreensão de como os fatores relativos à escola (ex. estrutura
da escola, organização, etc.) têm impacto no desempenho académico dos alunos. Estas evidências têm
levado investigadores, educadores e políticos a organizarem-se em torno de um movimento caraterizado
pela concretização das evidências da investigação em políticas e práticas educativas. Este movimento é
conhecido internacionalmente como School Improvement and School Effectiveness (melhoria e eficácia da
escola), e visa a promoção de uma maior eficácia das escolas, através de uma melhoria constante dos
processos relativos a cada escola que têm impacto no desempenho académico dos alunos.
O Observatório (OMEE) considera que o sistema educativo português beneficiará de uma disseminação dos
conhecimentos disponíveis acerca do processo de melhoria e da eficácia da escola; também considera que
a disseminação e a adoção sistemática, por parte das escolas, de uma atitude orientada para a melhoria e
para a eficácia da mesma, beneficiarão de uma estratégia consertada de disseminação e de promoção, no
44
sistema de ensino nacional, das estratégias empiricamente validadas de promoção da eficácia da escola e
do processo de melhoria da escola.
2.2.Objetivos
O Observatório (OMEE) tem como objetivo geral a promoção do desenvolvimento, da implementação e da
avaliação de processos eficazes de melhoria da escola, com a formulação dos seguintes objetivos:
disseminar o conhecimento existente acerca dos processos de melhoria da escola e da eficácia da escola
junto dos agentes educativos, agentes políticos e comunidade em geral; apoiar o desenvolvimento, a
implementação e a avaliação de esforços de melhoria da escola; desenvolver investigação relevante para o
processo de melhoria da escola e para a eficácia da escola.
2.3.Estratégias
Apresenta como estratégias de ação a persecução dos objetivos do Observatório (OMEE) que será
concretizada nas seguintes estratégias de ação: estabelecimento de parcerias com instituições nacionais e
internacionais; apoio na produção de recursos (incluindo livros, documentos, check-lists, questionários, etc.)
relevantes para o conhecimento que os agentes educativos têm acerca do processo de melhoria da escola
e acerca da eficácia da escola; apoio às escolas na conceção, implementação e avaliação do seu plano de
melhoria; apoio aos municípios na conceção, implementação e avaliação do seu Plano Municipal de
Melhoria da Escola; apoio ao desenvolvimento de investigações relevantes para o processo de melhoria das
escolas e para a eficácia das escolas; monitorizar a evolução dos Planos de Melhoria da Escola no sistema
educativo português, através de levantamentos periódicos acerca de questões relevantes para a
compreensão de como o sistema educativo português se carateriza em termos de vários indicadores (ex.
evolução do número de escolas com um plano de melhoria da escola, evolução do número de municípios
com um plano municipal de melhoria da escola, dimensões incluídas nos planos de melhoria, etc.).
2.4.Perceção dos Professores ao Plano de Melhoria da Escola
Com o objetivo de conhecer a realidade dos esforços de melhoria das escolas do norte do país, a Direção
Regional de Educação do Norte (DREN), (atualmente DGEstE), associou-se ao Observatório (OMEE) no
desenvolvimento de um estudo de avaliação das perceções dos professores acerca dos esforços de
melhoria nas suas escolas a aplicar às escolas envolvidas, a partir duma plataforma.
Este Plano de Melhoria considera que os professores têm um papel decisivo no desenvolvimento dos
esforços de melhorias e são os agentes individuais cuja ação tem o potencial de ter um impacto mais
decisivo na eficácia dos esforços de melhoria desenvolvidos pelas escolas.
Considera-se que este é um estudo relevante uma vez que permitirá avaliar a perceção dos professores
acerca do processo de melhoria nas suas escolas, favorecendo o desenvolvimento de planos e de
estratégias que tenham em consideração a realidade de cada comunidade escolar.
3 Manual de Reestruturação e da Melhoria da Escola
O Manual de Reestruturação e da Melhoria da Escola é a versão portuguesa do Handbook on
Reestructuring and Substantial School Improvement, um manual produzido pelo Center on Innovation &
Improvement para apoiar as comunidades educativas no processo de melhoria da escola.
O Observatório considera que as contribuições desta obra para a melhoria das escolas do ensino português
são inúmeras. Contudo, também alertam o leitor para as limitações que esta apresenta. Estas limitações
não dizem respeito à qualidade da obra em si mesma; antes, respeitam às limitações associadas à
transposição e aplicabilidade direta dos conteúdos desta obra à realidade do sistema de ensino português.
Consideram que uma comunidade educativa estará tanto mais capaz de desenvolver princípios e
estratégias de melhoria quanto mais tiver refletido acerca do processo de melhoria da escola, das
possibilidades existentes, das vantagens e desvantagens das possibilidades existentes e da compreensão
das comunidades entre as diversas comunidades educativas bem como das especificidades de cada uma
delas.
45
Referem ainda que estão convencidos de que o manual pode contribuir para uma reflexão dos agentes
educativos acerca do processo de melhoria da escola, seja através do reconhecimento de como algumas
estratégias e processos aqui descritos podem ser úteis às suas comunidades educativas, seja pela
conclusão de que não são aplicáveis às suas comunidades educativas.
4 Plano Municipal de Melhoria das Escolas
Em março de 2010, o Município em estudo convidou para uma reunião o representante da DREN, o
Vereador da Educação do Município, os técnicos do Observatório, os dois professores destacados pela
DREN para colaborarem com o Observatório, as técnicas do Município que estão envolvidas no Plano
Municipal de Melhoria das Escolas, e os representantes de todos os Agrupamentos do Município com o
objetivo de estabelecer procedimentos para o desenvolvimento do Plano Municipal de Melhoria das Escolas.
Nesta reunião clarificaram-se questões de articulação entre a equipa do Observatório; apresentou-se o sítio
na internet do Observatório, bem como as suas funcionalidades; estabeleceram-se procedimentos a
desenvolver para a fase da identificação e avaliação das necessidades/prioridades de cada Agrupamento
de Escolas; calendarizaram-se as atividades de identificação das necessidades/prioridades de cada
Agrupamento e de integração das mesmas no Plano Municipal de Melhoria da Escola.
Em setembro de 2010 o Município em estudo promoveu novo encontro com os técnicos do Observatório e
as técnicas do município que estão envolvidas no Plano Municipal de Melhoria das Escolas com os
objetivos de debater a evolução desse Plano e de estabelecer diretrizes para o ano letivo 2010/2011.
Considerando que os professores têm um papel decisivo no desenvolvimento dos esforços de melhoria e
sendo os agentes individuais cuja ação tem o potencial de ter um impacto mais decisivo na eficácia dos
esforços de melhoria desenvolvidos pelas escolas, a DREN associou-se ao Observatório no
desenvolvimento de um estudo de avaliação das perceções dos professores acerca dos esforços de
melhoria nas suas escolas, disponível na plataforma do Observatório, com o objetivo de conhecer a
realidade dos esforços de melhoria das escolas do norte do país. Este estudo permitirá avaliar a perceção
dos professores acerca do processo de melhoria nas suas escolas, favorecendo o desenvolvimento de
planos e de estratégias que tenham em consideração a realidade de cada comunidade escolar.
As equipas de avaliação interna dos Agrupamentos assumiram este projeto/parceria como sendo
estruturante para o processo de avaliação interna. Assim, os elementos responsáveis pelo projeto reuniram,
numa primeira fase, com as direções e equipa de avaliação interna para levar a cabo a apresentação do
referido projeto (Observatório). Numa segunda fase, reuniram os elementos das equipas de avaliação
interna e/ou elementos da direção dos Agrupamentos de Escolas do concelho com os responsáveis do
Observatório e do Município. Aqui, os intervenientes estabeleceram os procedimentos necessários para o
desenvolvimento do Plano Municipal de Melhoria. Neste encontro esclareceram-se as estratégias a adotar
na fase de identificação e avaliação das necessidades/prioridades de cada Agrupamento de Escolas.
A implementação deste Projeto – Observatório – aconteceu no ano 2010. As equipas de avaliação interna
dos Agrupamentos tiveram de ajustar os seus “timings” e de rever os seus Planos de Melhoria. No entanto
uma dessas equipas refere que, com este projeto, viu aumentada a visibilidade do trabalho desenvolvido
pela equipa; foi criada uma dinâmica de trabalho mais consistente e mais sistemática; considera que a
participação no Observatório apresenta a vantagem de estabelecer uma rede de avaliação entre as escolas
do concelho, permitindo aferir o resultado das estratégias aplicadas em cada um dos Agrupamentos
aderentes. No entanto, salienta uma maior dependência de uma entidade externa – coordenadora do
projeto - com “timings” eventualmente diferentes dos Agrupamentos.
No final do ano letivo 2009/2010, o Observatório disponibilizou inquéritos (online – como pré teste) para
alunos e professores. Estes inquéritos visam que cada Agrupamento proceda ao levantamento de dados
relativos à “perceção acerca das estratégias de otimização da aprendizagem da escola e envolvimento
escolar dos alunos”. Relativamente aos inquéritos dos professores este visa desenvolver um estudo de
avaliação das perceções dos professores acerca dos esforços de melhoria nas suas escolas, o que por sua
vez, favorecerá o desenvolvimento de planos e de estratégias que tenham em consideração a realidade de
cada comunidade escolar.
46
5 Conclusão
Nas últimas décadas, grande parte da investigação centrou-se na melhoria da escola. Mais recentemente,
surge um movimento que dá relevância ao papel do município no planeamento da melhoria da escola. Este
movimento teve a sua origem no Estado de Wisconsin, tendo como objetivo que cada município garantisse
apoio específico a cada uma das suas escolas.
Em Portugal tem-se verificado a existência de um envolvimento crescente dos municípios em matéria de
educação, quer através da produção normativa, quer através de dinâmicas promovidas localmente em
parceria com as escolas (Agrupamentos) e com outras instituições/entidades até mesmo com acordos
protocolares e/ou parcerias. Assim assistimos a um aumento gradual dos poderes locais em matéria de
educação.
Saliente-se aqui, o que Afonso, A, J. (2010) refere a este respeito “o Estado central e os municípios são
agentes e atores interessados na vida das escolas, porque as criam, apoiam, apetrecham ou financiam, e
porque esperam (tal como a sociedade no seu todo, e a comunidade, em particular) que elas sejam espaços
e tempos fundamentais para a prossecução de determinadas funções sociais e educacionais. As escolas
públicas são, por isso, instituições educativas de enorme complexidade”. (p. 356).
Também sabemos que apesar do quadro legal de referência ser comum a todos os municípios,
encontramos realidades distintas e com diversidade na qualidade das respostas. Este facto motivou o nosso
interesse em estudar o Município em questão pelo trabalho que tem vindo a desenvolver na educação e
pela implementação do trabalho em rede com todas as escolas do concelho. Hoje reconhece-se a
importância do poder local na educação, assim como o papel primordial do autarca responsável pela
definição e implementação de políticas educativas locais. Será importante referir que é notório o
amadurecimento de políticos e de técnicos relativamente às questões da educação, nomeadamente no que
diz respeito à avaliação das escolas. As lógicas e dinâmicas implementadas no concelho em estudo
refletem a importância das pessoas responsáveis pela Educação, bem como das suas conceções
educativas, das suas sensibilidades, das suas relações formais e informais que se criam na comunidade
local. A construção do Projeto Educativo Municipal reflete a importância dada à articulação existente entre a
autarquia, ou melhor, entre a política educativa da autarquia e os agrupamentos de escolas. Este facto vem
aprofundar o envolvimento das escolas (parceiros) para uma melhor viabilização da política educativa
definida pelo autarca e plasmada no documento referido anteriormente - Plano Educativo Municipal.
Ao contrário do que se tem vindo a assistir a nível geral, o Município em estudo, tem vindo a assumir uma
posição cada vez mais interventiva na definição, na promoção e na coordenação de políticas educativas
locais.
A Autarquia em estudo deu um grande passo ao convidar as escolas para integrarem o Observatório de
Melhoria e de Eficácia da Escola. No entanto sabemos que os primeiros estudos sobre a eficácia escolar
procuravam estabelecer as relações entre recursos e resultados académicos e que remontam a tempos
bem anteriores.
Referências bibliográficas
Afonso, Almerindo (2010). “Políticas educativas e auto-avaliação da escola pública portuguesa:
apontamentos de uma experiência”. Est. Aval. Educ., São Paulo, v.21.
Clímaco, M. Carmo (2005). “Avaliação de Sistemas em Educação”.
Wisconsin Department of Public Instruction (2000). Characteristics of successfulschools. Madison,
Wisconsin: Wisconsin Department of Public Instruction.Available from: http://www.dpi.state.wi.us/
http://observatorio.por.ulusiada.pt
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61
As avaliações externas brasileiras e o trabalho docente: uma análise a
partir da perspectiva dos professores da microrregião de Ubá/MG
Vicente, I.¹, Baquim, C. ² & Herneck, H. ³
¹
e3
Universidade Federal de Viçosa
² Universidade Federal de Viçosa e Universidade do Porto
Email: [email protected]; [email protected]; [email protected]
Resumo
As avaliações externas empreendidas pelo Estado brasileiro estão no centro irradiador das
políticas educacionais desde os anos 1990. Além de buscarem determinar a qualidade do
ensino público, oferecem subsídios capazes de direcionar a elaboração e monitoramento
das políticas públicas nessa área. Dessa forma, os resultados das avaliações que, segundo
o discurso oficial, deveriam ser usados como norteamento na melhoria da qualidade de
ensino, têm demonstrado ser mais uma forma de regulação educativa utilizada pelo
Estado avaliador (Oliveira, 2011). Considerando esse debate, realizamos uma pesquisa que
visou compreender como essas políticas construídas a partir das avaliações têm afetado o
trabalho do corpo docente. A proposta desse trabalho surgiu de questionamentos acerca
das representações que os professores fazem das avaliações externas: se eles se
consideram sujeitos do processo, até que ponto eles são induzidos a planejarem suas
ações para se enquadrarem nos padrões exigidos, se modificam a sua prática pedagógica
em função das avaliações, dentre outros. No intuito de identificar e analisar os possíveis
fatores internos às instituições que poderiam infuenciar nos resultados das avaliações,
foram selecionadas três escolas da microrregião de Ubá, Minas Gerais, e nossos olhares
voltaram-se para as questões trazidas pelos professores. Portanto, a metodologia contou
bem como com entrevistas
semiestruturadas que nos permitiram identificar os aspectos evidenciados pelas
professoras no que se refere ao trabalho docente: forte responsabilização e pressões por
resultados, (des)crença no IDEB e aspectos relativos à competição, cobranças externas e
os processos de culpabilização docente. Esses foram aspectos já apontados por Calderano
(2013) em pesquisas de sua autoria. A essas pesquisas soma-se também uma discussão
sobre as avaliações estarem fortemente articuladas com a lógica de prestação de contas e
responsabilização, como aponta Afonso (2009), o que coaduna com as análises dos nossos
resultados. Os dados nos possibilitaram perceber que os professores são muito afetados
pelo atual modelo avaliativo, cujos mecanismos de mensuração o culpabilizam e também
à escola, além de gerarem índices que estão cada vez mais reforçando um ambiente
competitivo.
Palavras-Chave: Trabalho
microrregião de Ubá/MG.
1
docente,
avaliações
externas,
políticas
educacionais,
Introdução
Compreendendo as avaliações externas como uma temática que tem ganhado destaque nos debates sobre política
pública educacional, iniciamos esse estudo tendo como objetivo analisar como o trabalho docente tem sido afetado
pelas políticas educacionais baseadas nas avaliações externas, em escolas públicas da microrregião de Ubá (MRUbá)
1
Minas Gerais. Procuramos identificar as dificuldades dos docentes em relação à compreensão do processo avaliativo
externo, desde a leitura dos resultados e transposição dos dados quantitativos até as práticas que visassem à melhoria
da qualidade do processo ensino-aprendizagem, elencando as práticas que utilizam para garantir os resultados e o
cumprimento de metas.
Ao contrário das pesquisas sobre avaliações externas em cenários muito abrangentes, nossa pesquisa buscou
evidenciar aspectos mais específicos que permeiam o espaço escolar, fazendo uma investigação mais detalhada da
realidade na perspectiva dos professores, já que pesquisas anteriores de Brasiel e Baquim (2014) apontaram para
futuras investigações sobre a temática das avaliações externas na microrregião.
Realizamos entrevistas semiestruturadas com os professores de três escolas (que já haviam sido seleccionadas pelo
trabalho anterior de Brasil e Baquim (2014), como as que obtiveram o melhor índice, o mediano, e o índice mais baixo
nas avaliações da Prova Brasil e do Simave), situadas em diferentes municípios que compõem a MRUbá. Observações
in loco em dia de aplicação de provas e o diálogo com os funcionários, a equipe gestora e demais professores das
escolas favoreceram a obtenção de dados por meio do contato direto com o ambiente e a situação investigada.
Destarte, o presente trabalho configura-se por uma pesquisa de caráter qualitativo, cujas abordagens são muito
utilizadas em pesquisas de cunho social, uma vez que ela se opõe a um modelo único e positivista de pesquisa, em
que o pesquisador abre espaço para ampla interpretação da questão (Oliveira, 2007).
Partimos do suposto que as políticas públicas educacionais com foco nas avaliações externas promovem uma
mudança na prática pedagógica como um todo, alterando concepções importantes como o currículo, processos de
ensino e aprendizagem, planejamento, formação dos professores e, especialmente, a qualidade do ensino. Tal
influência é enfatizada nos estudos de Sousa e Oliveira (2010) que apontam questionamentos sobre o papel do
Estado, pois
além delas, implicações de ordem polític
A partir dessa premissa, os dados evidenciaram, dentre outros fatores, que cada uma das escolas incorporou de forma
específica a lógica da responsabilização (accountability) criando mecanismos próprios de adequação ao modelo que,
cada vez mais, afeta o corpo docente.
Imersas nos questionamentos que foram compondo as propostas para a construção desse trabalho, partimos do
conceito de avaliação como uma expressão que abarca diferentes sentidos, definindo o que entendemos por
avaliação externa, apontando sua abrangência e, em seguida, delimitando a perspectiva de avaliação educacional,
desde o seu surgimento no Brasil com o advento do processo de democratização da educação, para alcançarmos um
debate em torno das políticas educativas nestes últimos anos.
2. O conceito de avaliação e seus desdobramentos.
De acordo com a literatura no campo da avaliação educacional, percebe-se que ela vem integrando diversas questões
relativas ao ensino aprendizagem. E nesse sentido destacamos as contribuições de Afonso (2010) de que a avaliação é
um termo polissêmico, sendo a avaliação educacional um conjunto de todas as formas de avaliação disponíveis no
campo da educação (Afonso, 2014), tornando-se conveniente que os contextos de sua utilização e sua tradução sejam
evidenciados.
O que legitima o interesse pelo esclarecimento das avaliações externas são os objetivos e finalidades que essa
modalidade cumpre como instrumento de regulação, controle ou emancipação, devido ao fato de seus impactos
gerarem informações e diagnósticos que permitem monitorar as políticas educacionais. Essas políticas, por sua vez,
interferem no processo de escolarização desenvolvido no Brasil e são condições fundamentais para implementação da
privatização e mercadorização da educação (Ribeiro, 2002).
Com relação à mercadorização da educação, Oliveira (2000) aponta a interferência do Banco Mundial, principalmente
sobre as políticas sociais, por meio do financiamento de projetos. A autora destaca o fato de que, em todos os casos,
tem-se a preocupação com a educação enquanto mecanismo de melhor distribuição de renda, haja vista que das
importantes conferências educacionais internacionais resultaram posições que constituem as bases dos planos de
educação com foco no processo produtivo e no mercado de trabalho.
uma criação política, concebida para fins
políticos , sendo esse mercado cuidadosamente regulado pelo próprio Estado. Fundamentado pelas perspectivas de
2
para evidenciar que os mecanismos da lógica internacional de mercado são introduzidos no sistema
educativo.
Percebemos então uma discrepância entre os ideários de qualidade difundidos pela política educacional do Banco
Mundial e as objeções teórico-metodológicas que levantamos quanto à decisão de dar centralidade à perspectiva
econômica nos processos educativos. Com relação a essa discrepância, é necessário evidenciar que é justamente
nesse cenário que as avaliações externas passam a compor o quadro de reformas em âmbito nacional, estadual e
municipal, e o trabalho docente passa a pautar-se pelas suas referências. Duarte (2010) aponta a realidade do sistema
educacional brasileiro evidenciado pela dominação forte pela qual nosso país passou. As décadas de 1980 e 1990
foram favoráveis a muitas reformas educacionais, pois nesse período a opção política pela introdução dos preceitos
neoliberais favorecia a dominação ideológica disseminada pela abertura internacional de m ercado, consolidando a
necessidade de implementaçao de um Estado Mínimo, cujas intervenções focalizam mais o mercado do que as
políticas sociais (Dallari, 2007).
As reformas às quais Duarte (2010) se refere ainda contribuíram para a precarização do trabalho docente, pois foi
justamente nesse período que a tendência reformista apontou para a necessidade de avaliação externa do processo
ensino-aprendizagem e a responsabilização dos profissionais das escolas. E tais avaliações deslocaram o eixo dos
procedimentos pedagógicos para os resultados, repassando então aos estados, municípios, escolas e profissionais as
responsabilidades advindas do processo de centralização/descentralização levado ao cabo pelo Estado brasileiro.
Apesar de o Estado centralizar a questão curricular, elaborando e aplicando diretrizes curriculares nacionais para
todos os campos do conhecimento e também reforçando o Programa Nacional d o Livro Didático (PNLD), afirma dar
autonomia para as escolas trabalharem numa perspectiva de atendimento às diversidades regionais. Entretanto, se as
escolas buscam diversificar o currículo para atender à sua realidade, as avaliações externas realizadas induzem a uma
adequação ao currículo determinado, consolidando práticas docentes voltadas para a aplicação das provas e para o
cumprimento de metas quantitativas. E podemos perceber essa adequação na seguinte fala de uma das professoras:
N ão que as provas sejam mal elaboradas, sabe! Mas acontece que eu acho que essa prova não poderia ser dada da
mesma forma, então assim, faz-se uma cobrança que não é real.N ão cobra e nem cobre a realidade do que acontece
na escola .
Tal declaração nos ajuda a identificar como a autonomia e o trabalho docente são afetados pelas políticas
educacionais baseadas nas avaliações externas, o que pretendemos demonstrar a seguir.
3
O uvindo as vozes que ecoam das escolas...
Trabalhos anteriores de Brasiel e Baquim (2013 e 2014) sobre a MRUbá, mencionaram que essa microrregião ainda
deveria ser investigada no que se refere à conformação dos profissionais da educação em relação ao processo
avaliativo a que são submetidos.
Para contextualizar a questão da docência, e analisar a percepção dos professores a respeito das avaliações externas,
buscamos em Calderano (2012) os elementos referenciais de que precisávamos. Um dos aspectos de nossa pesquisa
que se assemelhou a esse referencial são os indicativos de responsabilização, que estão presentes na perspectiva de
todos os docentes. Ao questionarmos uma das professoras entrevistadas sobre a forma como ela interpreta o Índice
do Desenvolvimento da Educação Básica (IDEB), ela declara que com relação aos dados, acaba virando uma
A declaração da professora vai ao encontro do que a
competição, afirmando que
literatura nos apresenta sobre as lógicas de disputa no campo econômico, mas que interferem de forma significativa
no campo educacional.
Ainda sobre essa afirmação fica salientado que o accountability que Afonso (2009) tanto evidencia em seus estudos
também é referendado pelas práticas avaliativas brasileiras. O autor aponta que esse conceito está associado a três
dimensões autônomas, sendo elas: a avaliação, a prestação de contas e a responsabilização. O sistema de
accountability implica em relações muito complexas, e foi possível perceber isso na dimensão da responsabilização no
caso dos professores desse estudo uma vez que esses profissionais têm que prestar contas às várias instâncias
hierárquicas, incluindo também outros elementos da comunidade educativa
). Tal lógica complexa é
anunciada na seguinte fala de uma professora quando ela se refere à forma como se sente pressionada:
responsabilidade que fica nas minhas mãos .
3
Logo em seguida ela acrescenta sobre a competição gerada por essa responsabilização docente:
é que não quer que a sua escola fique lá em cima? Q uem é que não quer? Aí vira competição porque ninguém quer
A partir dessa fala, percebe-se o que Santos (2013) considera como proposição nesse tipo estudo: as
uma educação capaz de formar
profissionais capazes de competir no mercado de trabalho Santos, 2013).
Entende-se que entre os pressupostos desse ranqueamento, as avaliações sejam empreendidas pelo Estado Avaliador
(Oliveira, 2011) e ganham proeminência no Brasil, permitindo ao Estado monitorar o cumprimento dos padrões
internacionais de mercado, e também estimulando o ranking entre as instituições, por meio dos resultados escolares
dos estudantes (Afonso, 2007). As competições passaram a compor o cenário educativo, como já foram largamente
mencionadas em estudos que antecedem a lógica das nossas inferências, e também fortemente evidenciadas nos
discursos dos professores entrevistados, especialmente quando uma professora nos demosntra seu
descontentamento com a fixação das placas nas entradas das escolas apresentando os resultados que alcançaram e
como os responsáveis pela educação das crianças se relacionam com esses dados: Aqui faz uma reunião com os pais,
eria atingir
pais não conseguem orientar o filho numa atividade. Pra eles é uma coisa sem sentido, interpretar gráfico não faz
sentido. A única coisa que eles sabem é se a escola melhorou. A gente coloca a placa, a tal da placa. Mostramos o
Umas das entrevistadas ressalta o fato de a competição e responsabilização acontecer entre os profissionais da
mesma instituição, com relação aos benefícios e incentivos financeiros que eles recebem, caso as metas sejam
cumpridas e os resultados alcançados com sucesso. Resumidamente, é o que Afonso (2009) afirma acontecer com a
publicação dos resultados escolares, cujos espaços são abertos para a realização de pressões educativas no próprio
sistema educativo.
São vários os aspectos que podem ser abordados a partir dos relatos, mas o objetivo que nos movimentou foi analisar
os fatores que influenciam no trabalho docente. Dentre esses fatores, é de suma importância destacar a autonomia
que esses sujeitos têm ou deveriam ter. Ainda que nas entrevistas alguns demonstrem criticidade com relação ao
ranqueamento e à responsabilização que recai sobre eles, e tentem restabelecer a autonomia que eles mesmos
autonomia da escola pública, mais retórica do que
afirmam que deveriam exercer em suas próprias salas de aula,
real, acabou por ser mais um pretexto para a avaliação e responsabilização dos actores educativos
Essa autonomia mediada se relaciona com as atitudes que servem de reforço para alcançar um bom resultado nas
do
avaliações. A realidade evidenciada por uma professora quando nos faz a seguinte declaração
simulados durante o ano, até para os alunos se acostumarem com as questões, com a forma como são as
é
reafirmada também na percepção de outra entrevistada dizendo
. São os mecanismos artificiais de adequação curricular, fortemente praticados pelos
docentes, ainda que demonstrem grande insatisfação ao admitirem essa atitude, e inferimos que o poder coercitivo
do Estado recai sobre esses professores, moldando suas práticas e interferindo no próprio planejamento do docente.
Porém, é importante salientar que, embora a maioria dos resultados aponte para um balanço negativo com relação à
forma como as avaliações externas exercem suas influências no trabalho dos docentes, os sujeitos também ressaltam
como ponto positivo o fato do Estado se importar em avaliar a qualidade da educação, e que os descritores utilizados
para nortear as avaliações acabam por orientá-las em relação ao currículo praticado, fator relevante para imprimirem
uma certa coerência ao seu trabalho.
4
Considerações
Ainda que não se tenha evidenciado a importância das avaliações externas, fazemos a ressalva de que não
invalidamos sua legitimidade. Em contrapartida, reconhecemos o centro irradiador que elas ocupam no debate sobre
as políticas educacionais. Além de buscarem determinar a qualidade do ensino público, oferecem subsídios capazes de
direcionar a elaboração e monitoramento das políticas públicas nessa área. Dessa forma, foi possível perceber que os
resultados das avaliações que, segundo o discurso oficial, deveriam ser usados como norteamento na melhoria da
qualidade de ensino, têm demonstrado ser mais uma forma de regulação educativa utilizada pelo Estado.
Nessa perspectiva, destacamos as relações conflituosas às quais os professores são expostos. Seria preciso uma maior
reflexão sobre as condições de trabalho a que esses profissionais estão submetidos, pois foi possível perceber a
importância que têm sobre as avaliações externas. Entretanto, chega a ser contraditória a manipulação em que eles
4
mesmos são envolvidos, centrando o processo em um simples treinamento de questões, para obter bons resultados,
almejando alcançar benefícios financeiros pela via de uma prática transpassada pelo modelo vigente.
Entre outros aspectos, encontramos uma estreita relação também entre a permanência do professor em determinada
instituição e o resultado dessa no IDEB. As escolas que apresentam índices mais baixos parecem ter maior propensão
a ter mais rotatividade de docentes, o que acaba interferindo, por consequência, na qualidade no ensino, num ciclo
vicioso difícil de quebrar. Este foi um dado evidenciado em nossa observação da realidade escolar e que não foi citado
por nenhum docente nas entrevistas, pois parece ser um efeito perverso já subjetivado pelos profissionais. Portanto,
percebemos mais uma vez o que Calderano (2012) aponta em suas pesquisas: o fato de que as avaliações externas e
seus resultados estão cada vez mais presentes nas escolas, porém, não são favoráveis à qualidade do ensino ofertado.
As críticas a esse modelo de política surgiram, na maioria das vezes, em relação à forma como essas avaliações são
implementadas e desenvolvidas, tendo como justificativa que o efeito dessa modalidade avaliativa não é compatível
com os objetivos educacionais, e só quer, na verdade, superar os resultados deslocando o eixo dos procedimentos
sempre para o desfecho do processo.
Por fim, nesse trabalho são apresentadas as perspectivas dos profissionais que atuam em sala de aula, local onde
recaem as maiores cobranças por parte da administração da escola e dos agentes externos a ela . Concordando com
Saviani (2007), consideramos que a qualidade da educação é estabelecida pela valorizaçao do professor, e não por
cobranças que extrapolam as incontáveis metas do IDEB.
Referências Bibliográficas
Afonso, A. J. (1999). Estado, mercado, comunidade e avaliação: Esboço para uma rearticulação crítica. Educação e
Sociedade, 69, 139-164.
Afonso, A. J. (2007). Estado, políticas educacionais e obsessão avaliativa. Contrapontos, Itajaí, 7, 1, 11-22.
Afonso, A. J. (2009). N em tudo o que conta em educação é mensurável ou comparável.Crítica à accountability baseada
em testes estandardizados e rankings escolares. Lusófona de Educação, 13, 13-29.
Afonso, A. J. (2014). Q uestões, objetos e perspectivas em avaliação. Avaliação da Educação Superior, 19, 2, 487-507.
Brasiel, M. E. C. P. e Baquim, C. A. (2014). Avaliações externas de matemática na microrregião de U bá: estudo
comparativo das redes públicas de ensino. Relatório de Iniciação Científica. Viçosa. Universidade Federal de Viçosa.
Calderano, M. A.; Barcovi, L. J.,& Pereira, M. C. (2013). O que o ideb não conta? Processos e resultados alcançados
pela Escola básica. Juiz de Fora: Editora UFJF.
Dallari, D. A. (2007). Elementos da Teoria Geral do Estado. In D. A. Dallari. Intervenção do Estado na Sociedade (pp.
278-287). São Paulo: Saraiva Editora.
Duarte, A. (2010). Reformas Educacionais no Brasil: democratização e qualidade da escola pública. In Faria Filho, L. M.
Et all (Orgs.). Tendências das reformas educacionais na América Latina para a Educação básica nas décadas de
1980 e 1990 (pp. 161-185). Belo Horizonte: Mazza Edições.
Oliveira, A. P. de M. (2011) A Prova Brasil como política de regulação da rede pública do D istrito Federal. Dissestação
de mestrado. Brasília. Universidade de Brasília.
Oliveira, D. A. (2000). Educação Básica: gestão do trabalho e da pobreza. In D. A. Oliveira. A centralidade na Educação
Básica (pp. 104-186). Petrópolis: Editora Vozes.
Oliveira, M. M. (2007). Como fazer pesquisa qualitativa.Petrópolis: Editora Vozes.
Ribeiro, B. B. D. (2002). A função social da avaliação escolar e as políticas de avaliação da educação básica no Brasil
nos anos 90: breves considerações. [Disponível em: http://revistas.ufg.br/índex.php, consultado em 12 de Março
de 2015].
Santos, J. C. Dos (2013). O que o IDEB não conta? Processos e resultados alcançados pela Escola Básica. In Calderano,
M. A., Barcovi, L. J., Pereira, M. C. (Orgs.). Iniciação docente: principais desafios encontrados pelos professores
recém inseridos em sala de aula (pp. 51-72). Juiz de Fora: Editora UFJF.
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Saviani, D. (2001) O ensino de resultados. Jornal Folha de S. Paulo, Caderno Mais, p.3.
[http://w w w .ebah.com.br/content/ABAAAfTYoAC/ensino-resultados-saviani-d-folha-sao-paulo, consultado em 05
de Abril de 2015].
Sousa, S. M. Z. L.; Oliveira, R. P. (2010). Sistemas estaduais de avaliação:uso dos resultados, implicações e tendências.
Cadernos de Pesquisa, 40, 141, 793-822.
6
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Discordo
Indeciso
Concordo
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59,5%
38,4%
43,4%
74,4%
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31,4%
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83
Discordo
34,5%
32,9%
Indeciso
Concordo
28,3%
23,5%
23,5%
35,3%
15,1%
29,1%
32,1%
29,4%
33,4%
37,7%
Contribuipara
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Contribuiparao
desenv.
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48,2%
41,2%
55,8%
19,7%
33,7%
46,6%
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84
Discordo
25,0%
Indeciso
Concordo
29,1%
29,1%
26,7%
26,7%
44,2%
44,2%
21,2%
44,2%
69,8%
28,6%
30,6%
19,8%
18,6%
46,4%
36,0%
48,2%
11,6%
Valorizaos
resultadosdas
avaliações
externas
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melhoraras
práticas
pedagógicas
Valorizaavaliação Contribuiparaque Contribuiparaque Contribuipara
sumativafaceà osprofs.realizem
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aferiçãode
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correção
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85
Discordo
Indeciso
Concordo
31,0%
36,5%
54,1%
59,5%
65,4%
71,8%
50,0%
41,2%
25,3%
31,8%
17,9%
20,0%
15,2%
22,3%
8,2%
16,7%
19,0%
14,1%
Impõeummodelo Contribuipara
RealizaͲseem
Contribuip/ Valorizaotrabalho
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55,8%
24,4%
31,4%
29,8%
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80,00
78,00
76,00
74,00
72,00
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66,00
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64,00
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TXHKRXYHLPSDFWRGD$((2VUHVWDQWHVLQTXLULGRVQmRVDEHUDPUHVSRQGHUDHVWDTXHVWmR
B. Posicionamento dos entrevistados sobre os impactos da AEE no que toca à valorização das lideranças
intermédias do agrupamento de escolas.
1HVWD FDWHJRULD YHULILFDPRV LJXDOPHQWH D H[LVWrQFLD GH GLYHUVLGDGH GH UHVSRVWDV 1D VXEFDWHJRULD
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DomRpDGPLWLGRSHORGLUHWRUHSRUGXDVFRRUGHQDGRUDVTXHD$((WHYHDOJXPLPSDFWRDLQGDTXHMiIRVVH
FRPXPQRDJUXSDPHQWRRVVHXVHOHPHQWRVVDEHUHPRTXHGHOHVVHHVSHUDYD
...essa cultura orgânica e de liderança dos órgãos intermédios já está... já vem de muito longe e portanto
as pessoas quando assumem uma função, um cargo desses já sabe bem qual é o seu papel... (D).
'DVFRRUGHQDGRUDVHQWUHYLVWDGDVGXDVH[SOLFLWDUDPTXHRGLUHWRUSDVVRXDFRQKHFHUPHOKRUDVIXQo}HVGRV
FRRUGHQDGRUHVSRUTXHOKHVSDVVRXDH[LJLUPDLVSRUXPODGRHSRURXWURDGPLWLUDPTXHD$((DVLQIOXHQFLRX
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TXHD$((WHYHLPSDFWRQHVWHLWHPQRPHDGDPHQWHRGLUHWRUH[SOLFLWDTXH
...a avaliação externa teve esse condão de fazer soar algumas campainhas de alarme... pensar que
afinal o que se põe no papel tem de passar a ser cumprido. Se queremos chegar até a este nível temos
que fazer por isso e não fixar uma meta e depois continuamos com as práticas rotineiras... (D).
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114
C. Posicionamento dos entrevistados sobre os impactos da AEE no que toca ao desenvolvimento de projetos,
parcerias e soluções inovadoras do agrupamento de escolas com vista a melhorar o serviço educativo.
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SHORVHQWUHYLVWDGRVTXHDVSDUFHULDVFRPRPHLRHQYROYHQWHHDPRELOL]DomRGHUHFXUVRVIRLHIHLWRGDILORVRILD
TXHHVWiVXEMDFHQWHiUHRUJDQL]DomRDGPLQLVWUDWLYDGDFRQVWLWXLomRGRVDJUXSDPHQWRV
D. Posicionamento dos entrevistados sobre os impactos da AEE no que toca à motivação das pessoas e
gestão de conflitos do agrupamento de escolas.
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DYDOLDWLYR´QRTXHGL]UHVSHLWRDRHPSHQKRPDQLIHVWDGRSRUyUJmRVSHVVRDVPDLRULWDULDPHQWHDILUPRXVHTXH
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DEVHQWLVPRGHSURIHVVRUHVHIXQFLRQiULRVHHVWUDWpJLDVSDUDOLPLWDURVVHXVHIHLWRVDPDLRULDGRVHQWUHYLVWDGRV
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HVFRODVLJXDOPHQWHDPDLRULDGRVLQTXLULGRVUHVSRQGHXQHJDWLYDPHQWHRXGLVVHQmRVDEHUUHVSRQGHU
E. Posicionamentos dos entrevistados sobre os impactos da AEE no que toca à mobilização dos recursos da
comunidade educativa do agrupamento de escolas.
1HVWDFDWHJRULDGHUHVSRVWDFRPH[FHomRGDFRRUGHQDGRUDGRžžFLFORHRFKHIHGRVDVVLVWHQWHVDX[LOLDUHV
WRGRV IRUDP LQkQLPHV HP DILUPDU TXH D $(( QmR WHYH TXDOTXHU LQIOXrQFLD QHVWH LWHP XPD YH] TXH R
DJUXSDPHQWRVHPSUHPRELOL]RXUHFXUVRVPDWHULDLVHKXPDQRVGDFRPXQLGDGHHGXFDWLYD
F. Mudanças introduzidas ao nível das lideranças no agrupamento de escolas.
&RP DV VHLV TXHVW}HV TXH IRUDP IRUPXODGDV QHVWD FDWHJRULD FRUUHVSRQGHQGR FDGD XPD GHODV D XPD
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G. Perceções/opiniões dos entrevistados acerca das razões que levaram à mudança ao nível das lideranças
do agrupamento.
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SULPHLURFLFORDSRQWRXRUHODWyULRGD$(GRDJUXSDPHQWRFRPRXPLQVWUXPHQWRTXHDEULXFDPLQKRVSDUDVH
FRUULJLURTXHVHHVWDYDDID]HUTXHRPHVPRIH]DVSHVVRDVUHIOHWLUQRPHDGDPHQWHQDQHFHVVLGDGHGH
PXGDQoDDRQtYHOGHSUiWLFDVGHDUWLFXODomR5HIHULXWDPEpPTXHDDOWHUDomRGRVFRQWH[WRVGHWUDEDOKRSHUILO
GRVDOXQRVDJUHJDomRGHHVFRODVOHYDUDPDDOJXPDVPXGDQoDVQDVSUiWLFDVGHOLGHUDQoD$FRRUGHQDGRUD
GRGHSDUWDPHQWRGHOtQJXDVSRUVXDYH]DSRQWDD$((FRPRUD]mRSDUDDPXGDQoDQRTXHWRFDjVSUiWLFDV
GHDUWLFXODomRSHGDJyJLFDDOLDGDjVQHFHVVLGDGHVGRVGRFHQWHVHPVHWRUQDUHPPHOKRUHVSURILVVLRQDLV$
115
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5HIHUrQFLDVELEOLRJUiILFDV
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GD(GXFDomR'LVSRQtYHOHPKWWSZZZLJHPLQ
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136
Avaliações externas de Matemática no Ensino Fundamental brasileiro: um olhar a
partir de Minas Gerais
1
BAQUIM, Cristiane Aparecida ; BRASIEL, Matheus Enrique da Cunha P.
1
2
Universidade Federal de Viçosa / Universidade do Porto
2
Universidade Federal de Viçosa
Email: [email protected]; [email protected]
Resumo
Este trabalho apresenta dados de duas pesquisas que foram desenvolvidas de forma
continuada no âmbito da Universidade Federal de Viçosa, e que analisaram os resultados
das avaliações externas de matemática nas escolas públicas que oferecem os anos iniciais
0
0
0
0
(1 ao 5 anos) e os anos finais (6 ao 9 anos) do Ensino Fundamental, nas cidades da
microrregião de Ubá, Minas Gerais, por meio de um estudo comparativo dos resultados
obtidos no SAEB/Prova Brasil e no SIMAVE/Proeb. A pesquisa, de natureza qualiquantitativa, utilizou o software estatístico SPSS e o EXCEL, e foi complementada pela
análise inferencial dos dados e das Matrizes de Referência. Analisamos também os
Boletins Pedagógicos das escolas que apresentaram o menor índice, o mediano e o maior
índice nas provas citadas, a fim de verificar quais as habilidades e competências em
matemática que estão sendo asseguradas e quais ainda precisam ser melhor
desenvolvidas no âmbito da microrregião. Nessas escolas, foram feitas entrevistas com os
gestores sobre os fatores intra-escolares que poderiam contribuir com os resultados
auferidos nas avaliações. Comparando-se os dois ciclos analisados, identificamos
similaridades mas, também, especificidades que caracterizam cada um. Os dados
indicaram que, apesar da microrregião estar ajustada aos condicionantes impostos pelo
serem observados os impactos dos resultados das avaliações na dinâmica institucional,
pois os diferentes contextos não são considerados pelas avaliações externas analisadas.
Foi possível verificar que professores e gestores das escolas são submetidos a pressões
relativas às metas e resultados, estando estes ligados aos investimentos recebidos pelas
escolas e abonos salariais. Além de serem utilizadas para nortear as políticas educacionais,
as avaliações têm-se constituído em um aparato de regulação social, passando a controlar
não apenas o currículo formal, mas a autonomia do professor em relação ao conteúdo
que está sendo ensinado, sendo que a tendência homogeneizadora que disseminam, por
sua própria natureza ideológica, tem certificado as próprias ações avaliativas,
aument
Palavras-Chave: Avaliações externas de Matemática; Microrregião de Ubá-MG;
SIMAVE/PROVA BRASIL; Ensino fundamental.
1. Introdução e Justificativa
As primeiras experiências em avaliação externa em larga escala do Estado brasileiro começaram a surgir no fim da
década de 80 e início dos anos 90, com a criação do Sistema de Avaliação da Educação Básica (SAEB). Na Constituição
Federal (BRASIL, 1988), a avaliação educacional é tratada de forma associada à qualidade da educação. No art. 206, a
a avaliação da
qualidade pelo poder público aparece como condição do ensino. Ao tratar do Plano Nacional de Educação, o art. 214
Conforme aponta Afonso (2009), nas últimas décadas os países capitalistas ocidentais têm implementado as políticas
de avaliação, de prestação de contas e de responsabilização (accountability), que
às concepções político-ideológicas dos governos, disseminando e homogeneizando muitos dos seus efeitos, como se
essas mesmas políticas ganhassem o seu verdadeiro sentido situando-se acima das realidades culturais, políticas,
Esta tendência homogeneizadora, por sua própria natureza ideológica, tem
legitimado as próprias ações avaliativas, aumentando a sua eficácia legitimadora de tal forma que fica
(Op. cit.).
No Brasil, as avaliações externas têm introduzido elementos capazes de direcionar as políticas públicas para a
educação, provocando também uma mudança de rumos na prática pedagógica. Conforme uma lógica produtivista,
acentuou-se a compreensão de que a qualidade da educação pode ser melhorada se as escolas forem levadas a
comparar os resultados estatísticos entre si. Essa premissa de ranqueamento tem gerado interpretações enviesadas
sobre a utilização dos índices, de quais conteúdos devem ser privilegiados, bem como feito surgir adequações
artificiais para cumprir obje
sistemas de ensino.
D esde meados dos anos 1990, o SAEB foi implantado no Brasil e tem-se consolidado com o
contribuir para a melhoria da qualidade da educação brasileira e para a universalização do acesso à escola,
oferecendo subsídios concretos para a formulação, reformulação e o monitoramento das políticas públicas voltadas
(INEP, 2015). Além do SAEB, diversos estados brasileiros também contam com seu próprio
sistema de avaliação, como é o caso de Minas Gerais com o Sistema Mineiro de Avaliação da Educação (SIMAVE), que
foi criado em 2000 e vem sendo aplicado anualmente em escolas das redes estadual e municipal do Estado.
Buscaforam desenvolvidas de forma continuada no âmbito da Universidade Federal de Viçosa, e que fizeram uma análise
dos resultados das avaliações externas de matemática nas escolas públicas que oferecem os anos iniciais do ensino
0
0
0
0
fundamental (1 ao 5 anos) e os anos finais desse mesmo ciclo (6 ao 9 anos), nas cidades que compõem a
microrregião de Ubá (MRUbá), Zona da Mata de Minas Gerais. Para tanto, foi realizado um estudo comparativo e
analítico dos resultados obtidos no SAEB/Prova Brasil (anos de 2007, 2009 e 2011) e no SIMAVE/Proeb (2010, 2011 e
2012).
Objetivou-se, também, analisar os Boletins Pedagógicos que apresentam os resultados alcançados pelas escolas que,
em nosso estudo, apresentaram o menor índice, o mediano e o maior índice, nas provas citadas. Com esta análise,
pretendeu-se verificar quais as habilidades e competências em matemática que estão sendo asseguradas e quais
ainda precisam ser melhor desenvolvidas no âmbito dessa microrregião. Nas escolas indicadas, buscou-se ainda
identificar, através de entrevistas feitas aos gestores, quais os fatores intra-escolares que poderiam contribuir com os
resultados auferidos nas avaliações.
2. Resultados e D iscussões
A primeira etapa da pesquisa ocorreu de março/2013 a fevereiro/2014 e analisou os dados de 17 municípios e 97
escolas públicas que ofertam os anos iniciais do ensino fundamental na região. A segunda etapa ocorreu de
março/2014 a fevereiro/2015 e analisou os dados dos mesmos municípios e das 42 escolas públicas que ofertam os
anos finais. A pesquisa foi de natureza quali-quantitativa, realizada com o auxílio do software estatístico SPSS e do
EXCEL, complementada pela análise inferencial dos dados e das Matrizes de Referência. A Matriz de Referência para
Avaliação é o elemento base de origem dos testes e visa garantir a legitimidade e a transparência da avaliação. Ela é
formada por um conjunto de descritores que, agrupados em tópicos/temas, apresentam as habilidades consideradas
básicas e possíveis de serem aferidas por meio do instrumento utilizado em avaliações em larga escala (CAEd/UFJF,
2009).
Como os resultados são construídos tendo por base a mesma escala do SAEB, é possível comparar a proficiência
alcançada no SIMAVE pelas escolas estaduais com as médias do Brasil e do Estado, no SAEB. Abaixo temos a tabela 1
com os padrões de desempenho em Matemática que são usados no SIMAVE:
Tabela 1: Padrões de desempenho em Matemática utilizados pelo SIMAVE (Fonte: CAEd/UFJF, 2012)
Ano
Baixo
Intermediário
Recomendável
5º Ano Ensino Fundamental
até 175
175 a 225
acima de 225
9º Ano Ensino Fundamental
até 225
225 a 300
acima de 300
3º Ano Ensino Médio
até 300
300 a 375
acima de 375
Nas tabelas a seguir é possível observar os dados obtidos, nos 5º anos, nas três últimas avaliações da Prova Brasil no
país, no estado de Minas Gerais e na MRUbá (Tabela 2) e do Proeb no estado de Minas Gerais e na MRUbá (Tabela 3).
Tabela 2 D ados de proficiência de Matemática da Prova Brasil, em Minas Gerais e na Microrregião de Ubá (MRUbá). D ados das
edições de 2007, 2009 e 2011 no 5º Ano (Fonte: D ados da pesquisa, 2013).
Região
2007
2009
2011
Média
Brasil
MG
MRUbá
191,51
199,89
207,80
204,29
224,73
237,73
206,25
229,10
236,31
200,68
217,91
227,28
Tabela 3 Média da proficiência de Matemática do Proeb para o 5º ano do Ensino Fundamental, em Minas Gerais e na
Microrregião de Ubá (MRUbá). D ados das edições de 2010, 2011 e 2012 no 5º Ano (Fonte: D ados da pesquisa, 2013).
Região
2010
2011
2012
Média
MG
229,45
230,01
232,09
230,52
MRUbá
247,35
245,40
241,66
244,80
Já nas tabelas a seguir é possível observar os dados obtidos nas três últimas avaliações, nos 9º anos, da Prova Brasil
no país, no estado de Minas Gerais e na MRUbá (Tabela 4) e do Proeb/SIMAVE no estado de Minas Gerais e na
MRUbá (Tabela 5).
Tabela 4: D ados de proficiência de Matemática da Prova Brasil, para o 9º ano do Ensino Fundamental, em Minas Gerais e na
Microrregião de Ubá (MRUbá). D ados das edições de 2007, 2009 e 2011 (Fonte: D ados da pesquisa, 2014).
REGIÃO
2007
2009
2011
Média
MG
252,60
257,54
263,2
257,78
Brasil
240,56
240,29
243,2
241,35
MRUbá
263,86
266,46
273,3
267,87
Tabela 5: Média da proficiência de Matemática do Proeb/SIMAVE para o 9º ano do Ensino Fundamental, em Minas Gerais e na
Microrregião de Ubá (MRUbá). D ados das edições de 2010, 2011 e 2012 (Fonte: D ados da pesquisa, 2014).
REGIÃO
2010
2011
2012
Média
MG
264,35
260,45
267,3
264.03
MRUbá
274,33
275,76
274,50
274,87
Observa-se, nas tabelas 2 a 5, que os valores obtidos por Minas Gerais e pela MRUbá, em todas as edições da Prova
Brasil, tanto no 5º Ano, quanto no 9º Ano, são superiores aos do país. Essa diferença pode ser explicada pelo fato de o
estado de Minas Gerais ser um dos pioneiros na implantação de avaliações externas de âmbito estadual, além de
. Alguns
dos efeitos dessa política podem ser observados no interior das escolas: o acirramento da competição entre escolas e
entre professores; a disputa por alunos mais preparados para a realização das provas; a mudança na rotina das
escolas em função da aplicação de tantas avaliações; um currículo revisado para atender às matrizes de referência; o
treinamento de alunos para atender às exigências do modelo de avaliação que é utilizado; o adoecimento docente em
função da forte pressão por resultados, dentre tantos outros.
emento remuneratório concedido aos professores e
servidores das escolas estaduais, em função de seus resultados nas avaliações do SIMAVE. Prática meritocrática
oficialmente reconhecida como fundamental para o cumprimento do Acordo de Resultados firmado entre as
instituições educacionais do governo de Minas, visando melhorar os índices do sistema de ensino. Ou seja, a
produtividade, entendida como os resultados positivos nas avaliações e o alcance de metas objetivas, é fator
condicionante para uma suposta valorização do trabalho docente que, na realidade, deveria preceder essa lógica
destinam-se à promoção do desenvolvimento profissional de
educadores e à disseminação da cultura de trabalho em grupo nas escolas estaduais que integram a Rede de EscolasReferência. Ser Escola Referência significa ser privilegiada em programas e ações de investimento financeiro e técnico
oriundos da SEE/MG, promovendo especialmente melhorias na estrutura física e cursos de formação continuada. Tais
escolas, também, acabam por tornar-se piloto nas iniciativas governamentais de implantação de novos projetos, antes
de serem ampliados para todas as escolas da rede.
Observa-se também, nas tabelas 2 a 5, que a MRUbá, na avaliação do Proeb, também apresenta resultados superiores
aos do estado mineiro, tanto no 5º Ano, quanto no 9º Ano. Esses dados são significativos pois apontam que esta
microrregião tem sido um espaço de confluência de ações direcionadas para o cumprimento das metas que lhes são
atribuídas. Ou seja, há uma completa adequação da dinâmica das escolas à perspectiva avaliadora e comparativa
posta pelo Estado avaliador.
Notou-se em nosso estudo, que a MRUbá, no 5º Ano, concentra a maioria de suas escolas (71% ) no Padrão de
D esempenho Recomendado e o restante no padrão Intermediário, indicando que esta região preza pela qualidade da
educação e/ou pela adequação ao padrão avaliativo que lhe é imposto, pois estes resultados refletem que os alunos
avaliados, além de apresentarem as habilidades esperadas, possuem maiores possibilidades de cumprir, com sucesso,
a trajetória escolar. Temos ainda que nenhuma das escolas que investigamos apresentou um Padrão de D esempenho
baixo, ratificando que se tem um investimento em prol de se atingir as metas de qualidade atribuídas para a
microrregião.
Já com relação aos resultados do 9º Ano, observou-se que a MRUbá concentra a maioria de suas escolas (97% ) no
Padrão de D esempenho Intermediário, ou seja, 29 escolas analisadas neste estudo estão neste padrão de
desempenho. Apenas uma escola se encontra no padrão de desempenho Recomendado, representa ndo um
percentual de 3% , e nenhuma das escolas apresentou um Padrão de D esempenho baixo.
Considerações
Comparando-se os dois ciclos analisados, identificamos similaridades e também especificidades que caracterizam cada
um. Em relação às similaridades, os dados apontaram para a dificuldade dos profissionais que atuam nas escolas em
relação à leitura e interpretação dos Boletins Pedagógicos, quando esses retornam para as escolas na forma de escalas
de proficiências, gráficos e tabelas. D emonstram dificuldades em sua interpretação e, por consequência, na utilização
pedagógica que poderiam fazer a partir de uma leitura qualitativa. Apesar disso, em concordância com o que a
literatura sobre o tema tem discutido, os profissionais admitem a importância de realizarem -se avaliações externas
para acompanhar e melhorar a qualidade do serviço educacional prestado, mas discordam da forma como têm sido
aplicadas e os seus resultados divulgados, sem qualquer participação da comunidade escolar.
Outra questão importante é que essa prática avaliativa centralizada tem alterado os rumos da prática pedagógica nas
salas de aula, pois os professores adaptaram o seu trabalho (currículo, métodos, didática, avaliação interna, etc.)
visando atender aos objetivos das avaliações, quer seja por causa do ranking entre as escolas, quer seja por causa do
0
Prêmio Produtividade, oferecido na forma de vantagem pecuniária (14 salário), pelo Estado de Minas Gerais, de
acordo com o resultado alcançado por cada escola.
É importante destacar que, a partir dos resultados da primeira parte dessa pesquisa, retornamos às escolas
investigadas e oferecemos uma oficina sobre as avaliações externas, focando especialmente a leitura dos dados dos
Boletins Pedagógicos e a sua utilização pedagógica. Os profissionais presentes, ao avaliarem a oficina, consideraramna especialmente elucidativa e colaborativa para a sua formação em relação a esse tema, o que sugere, inclusive, que
o Estado tem falhado no sentido de formar adequadamente os sujeitos para o uso qualitativo dos resultados. Tal fato
ficou muito evidente a partir das dúvidas que nos eram direcionadas durante o desenvolvimento das atividades.
Outra similaridade diz respeito aos resultados alcançados nas avaliações comparadas, tendo em vista que a
microrregião alcançou resultados superiores aos do Estado de Minas Gerais e aos do Brasil nos dois ciclos analisados e
em todos os anos investigados, demonstrando que adequou-se, mesmo que com medidas artificiais, como veremos a
seguir, aos propósitos desse modelo de política.
Q uanto às especificidades, essas ocorrem tanto a nível de cada escola (que não trataremos nesse trabalho) quanto em
relação a cada ciclo. Os dados sinalizam para o fato de que, no ciclo final do ensino fundamental, cujos alunos
encontram-se na faixa etária dos 11 aos 14 anos, é mais difícil para a escola mantê-los motivados para a realização das
avaliações. Os gestores informaram que utilizam de estratégias motivacionais para envolvê-los e levá-los a
comparecer no dia da aplicação das provas, como oferecer um almoço diferenciado e sorvetes, sortear brindes (pen
drives, chocolates, etc), dar pontos extras, buscar na residência, não realizar as provas na sexta -feira quando o índice
que tal fato ocorra porque, nessa etapa de escolaridade, as crianças são menores (6 aos 10 anos) e os pais ainda
consideram importante a sua presença cotidiana na escola, sendo a família uma importante protagonista nesse
processo. Para essas crianças, entretanto, as esc
prova que realizarão (preenchimento de gabarito, exercícios de reforço, provas similares e até reprodução de provas
aplicadas em anos anteriores, limite de tempo, etc.), enfocando mais os conteúdos de Português e Matemática, já que
serão esses os domínios a serem avaliados.
Enfim, os dados indicaram que, apesar da microrregião estar ajustada aos condicionantes impostos pela regulação
Estatal, a realidade de cada escola deve ser dimensionada ao serem analisados os impactos dos resultados das
avaliações na dinâmica institucional, pois as diferentes realidades de cada escola não são levadas em consideração
pelas avaliações externas analisadas. Com estas pesquisas foi possível verificar que professores e gestores das escolas
são submetidos a pressões relativas às metas e resultados a serem alcançados via avaliações externas, resultados
estes que estão ligados aos investimentos recebidos pelas escolas e abonos salariais. Fatores internos à escola como
formação docente, formas alternativas de organização, planejamento de ações, análises qualitativas dos relatórios,
treinamento para a realização das provas, dentre outros são importantes nos resultados finais alcançados. Mas, o
que o estudo sugere é que, para além dos esforços institucionais de adequação ao modelo avaliador implementado,
das escolas, são fundamentais para a melhoria da qualidade da educação.
Por fim, temos que as avaliações externas devem ser capazes de ajudar a escola a olhar para si mesma, reconhecendo
os pontos fortes e as fragilidades em suas práticas, sendo um instrumento de complementação das avaliações
internas das unidades escolares, e também servir como instrumento de melhoria da educação e aperfeiçoamento da
prática escolar. Porém, para que isto de fato ocorra, é necessário que os modelos de avaliações em larga escala
existentes atualmente sejam revistos. Somente penalizar quem apresenta resultados ruins e gratificar quem
apresenta bons resultados, pouco contribui para o avanço da educação, pois da forma como as metas impostas pelo
Estado, bem como os resultados obtidos nas avaliações exte
essas, muitas vezes, optam
por um simples treinamento dos alunos para a realização das avaliações ao invés de valorizar o desenvolvimento
crítico da aprendizagem dos estudantes.
Referências Bibliográficas
Afonso, A.J. (2009). N em tudo o que conta é mensurável ou comparável: crítica à accountability baseada em testes
estandardizados e rankings escolares. Revista Lusófona de Educação, Lisboa, n. 13, 13-29.
Afonso, A.J. (2010). Avaliação Educacional.D isponível em http://www.gestrado.org/pdf/363.pdf.
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