Avaliação externa e políticas públicas: contribuições do Sistema de Avaliação da Educação Básica (SAEB) para aprendizagem de língua portuguesa em escola municipal de Aquiraz - Ceará

Abstract

Public educational assessment policies in Brazil were consolidated in the 1960s, aiming to analyze the quality of basic education. In the 1980s, the debate intensified, driven by social demands for greater equity and quality in education, as well as by the influence of international organizations and reforms aligned with global standards of efficiency. In this context, the Brazilian state began to organize national assessment systems, such as the Basic Education Assessment System (Saeb). Saeb consists of a set of large-scale external assessments that enable the Anísio Teixeira National Institute for Educational Studies and Research (Inep) to diagnose the state of basic education in Brazil and identify factors that may affect school performance. This study aims to assess the contributions of Saeb results to Portuguese language learning among 9th-grade students at Ernesto Gurgel Valente Municipal Elementary School, in Aquiraz CE, in the process of developing competencies, skills, and knowledge within teaching practice. The focus on Portuguese language learning stems from the need to examine the alignment between internal and external assessments, in order to identify coherence or discrepancies. The research employed a qualitative methodological approach, with data collected through documentary and bibliographic research and semi-structured interviews with Portuguese language teachers and pedagogical coordinators from the selected school. The evaluation perspective adopted was fourth-generation evaluation, as proposed by Guba and Lincoln (2011), which considers the social and political context in which the evaluation takes place. This perspective aligns with Silva and Silva (2013), who emphasize the critical, dialogical, and non-neutral nature of evaluation, taking into account the subjects involved and the theoretical foundations of the evaluated policy or program - elements directly related to this study. The results indicate that Saeb data influences teaching practices and contributes to the development of competencies in Portuguese language, although not all teachers perceive significant impacts. The data revealed a modest yet continuous improvement in students' proficiency levels, with most students remaining at basic levels. In response, teachers have tried to implemente pedagogical strategies that incorporate the descriptors assessed by Saeb into internal evaluations.