As implicações do sistema de avaliação da educação básica para o trabalho docente: um estudo em municípios alagoanos

Abstract

The currenty study investigated the implications of external assessments that lead teachers to modify their pedagogical assumptions in response to educational policies guided by the Basic Education Assessment System (Saeb) in two municipalities in the state of Alagoas. The general goal was to understand the implications of Saeb for teachers’ work in these municipalities. Accordingly, the specific objectives were: (a) to identify the effects of the Basic Education Assessment System and its interference in teachers’ work; (b) to analyze the teacher’s accountability speech in light of the results of the Basic Education Assessment System; and (c) to highlight the concept of educational quality presented within the context of the Basic Education Assessment System. In order to achieve these objectives, the research problem was formulated as follows: What are the implications of the Basic Education Assessment System for teachers’ work? The theoretical and methodological framework was grounded in a qualitative approach, and the research method adopted was a descriptive study, incorporating semi-structured interviews as the data collection instrument. The participants were fifth-grade elementary school teachers from two schools in each municipality, Coruripe and Japaratinga. The choice of these grades is justified by their direct involvement in the application of the Basic Education Assessment System test, the central focus of the analysis. In addition, Content Analysis was used as the analytical technique. The main findings were: (a) the use of pedagogical practices guided by external assessments, particularly the focus on Saeb descriptors, the intensification of Portuguese Language and Mathematics instruction, and the development of planning specifically aimed at performance in external assessments; (b) the materialization of accountability mechanisms, evidenced by the dissemination of external assessment results and institutional monitoring by the Municipal Department of Education, aimed at implementing strategies to improve school performance; and (c) the implementation of accountability measures expressed through demands for results and the attribution of responsibility to teachers for student performance. In this context, it was observed that the implications of the Basic Education Assessment System reshape the organization of teachers’ work and intensify accountability for results.