Política de avaliação : o sistema de avaliação do ensino municipal de Rondonópolis-MT

Abstract

This research is part of the study of educational public policies, specifically those that deal with the question of the evaluation of basic education and its relations in a context of reforms and redefinition of the role of the Brazilian State through the scenario marked by the neoliberal ideas. In this study, we set out to analyze the Evaluation System of Municipal Education of Rondonópolis - SAEM, from the context of educational reforms of the 1990s, seeking to understand the conception of evaluation and the theoretical and methodological assumptions that underlie it. In this sense, we start with the following question: What is the evaluation logic underlying the SAEM, to analyze the education evaluation policy of the municipality of Rondonópolis, developed by SAEM? To deal with this question, we set as specific objectives: I) to identify the meanings attributed to evaluation by SAEM; II) analyze the evaluation concept underlying the SAEM; and III) discuss the use of the results of the evaluation by the Municipal Department of Education of Rondonópolis-MT, SEMED. The qualitative study was based on the theoretical and methodological assumptions of dialectical historical materialism. The research pointed out that the policy of the SAEM aims to overcome the conception of evaluation based on mechanisms of control and measurement of results by the evaluating State, but that needs to move forward, since this policy carries with it the remnants of an evaluation marked by the neoliberal system. This logic study is focused on the commercialization of education, whose objectives are to serve the labor market, based on lacunar patterns and processes, making local subjects - "teachers and students" - responsible for their [in]success, of the State and, in this case, the system. This goes beyond the rule of a policy that has been proposing a humanistic and emancipatory education and that has the evaluation as a guide to guide the entire educational process, from factors external to students' learning. The study also allowed us to observe that a policy focused on the logic of the market whose results serve as guidelines for the economic development of a given society, that contradicts the basic functions of education advocated in Federal Constitution/88 that are synthesized in the full training of the subject of citizenship and training for the labor market. Such assumptions reveal that the SAEM policy needs to progress significantly to break with this classificatory and exclusionary logic, through an emancipatory conception in which all subjects and other determinants are evaluated, aiming to seek answers to the problems presented. To do so, the research showed a careful reflection and many studies on the subject will provide the "deconstruction" of this neoliberal conception of education and evaluation, allowing us to understand the educational process as a form of emancipation human and to change the reality.