A relevância da avaliação externa como parâmetro de aprimoramento do processo de ensino-aprendizagem: estudo em uma escola de ensino médio da rede pública

Abstract

Based on teachers and managers perspective, this research aimed to reflect on the relevance of the results obtained in external evaluations, in the triennium from 2013 to 2015, in the educational process of state public high school students of Forquilha city, Ceará. In order to reach the objective, the mixed method was used, with a preponderance in the qualitative approach, using the phenomenological reduction of Edmund Husserl. Descriptive statistics were used for the treatment of the data in the quantitative approach. Descriptive statistics were used for the data treatment in the quantitative approach. Documentary analysis was also carried out. The research instruments used were an interview script and a semi-structured questionnaire. Two managers, eight teachers from Languages, Codes and their Technologies area, eight ones from Natural Sciences area, Mathematics and Technologies, all in effective professional practice, were interviewed. The semi-structured questionnaire was composed of three open and 18 assertive questions. For each assertion, teachers initially responded to the scale (agree, agree in part, disagree), with further justification of the choice, in order to detail their opinions on each subject addressed. The managers interview was conducted through a script with seven open questions, dealing with the same topics based on the teachers' questionnaire. To record the information, the Voice Recorder application version 2.0.20 was used via smartphone. The interviews were recorded in full and transcribed ways using the Word for Windows 7 text editor. The analysis of the collected data took place in two stages: the elaboration of categories through the phenomenological reduction method of Husserl and answers description through Descriptive Statistics using Statistical Package for Social Science (spss) - version 24. The teachers and managers final categories coincided in the following points: evaluation as a guiding element of pedagogical practices, evaluation as a measure, teacher and student motivation. Managers' discourse analysis reached one more category - handling the learning needs of the students - and teachers' more three ones: multivariate evaluation, lack of knowledge about public policies and evaluation as a curriculum. These categories guide the analysis to the conception that teachers and managers direct their practices supported by external evaluations results, in order to make decisions that seek to improve the quality of education. However, they still need to correlate better with the alignment of theory with practice.