A centralidade da avaliação na política educacional cearense (2003 -2006)

Abstract

The reforms of State’s macro-structures brought significant changes around of educational sector in the 90s of XX century, that, by incorporating the private logic, installed in its political action some principles of efficiency and effectiveness using a single discourse: Rationalization of resources. In this context, the accountability policies or accountability and implementation of results-based management, which gives a strong monitoring system of educational policies through evaluation systems, has been raising with the time passing. This work is an exposure of initial results of a research that’s investigating the consolidation of Managing for Results (GPR in Portuguese) in Ceará’s basic education (1995-2010), it also investigates the centrality of assessment in Ceará’s educational policy in 2003- 2006, this time represent the period that the government plan has adopted actions aiming to build a culture of evaluation, also oriented by the hegemonic discourse of Management for Results (GPR in Portuguese). This research is a result of a bibliographical and documentary investigation and it shows many sources that demonstrate the implementation of a Management by Results as political action in Ceará. This political action has been consolidated through the creation of the Integrated Management School (GIDE in Portuguese) and of the Performance Monitoring System and School Routine (Sadre in Potuguese), always working with the centrality of the evaluation process. This research had as main source the results obtained by the Permanent System of Basic Education Evaluation - SPAECE, strenghtening accountabilty’s mechanisms by deploying Featured School Award.