Gest??o educacional e avalia????o em larga escala: um estudo a partir da vis??o dos sujeitos de escolas do munic??pio de Canoas/RS

Em nossa pesquisa, tentamos evidenciar as influ??ncias das avalia????es em larga escala da educa????o b??sica, promovidas pelo Minist??rio da Educa????o nas a????es de gest??o que chegam ??s escolas, bem como no dia-a-dia delas, no munic??pio de Canoas/RS. Para uma melhor compreens??o do contexto educacional estudado, buscamos, inicialmente, compreender como se deu a constitui????o das pol??ticas de avalia????o em nosso pa??s. Nossa investiga????o deu-se a partir da vis??o dos sujeitos escolares de tr??s escolas do munic??pio, que apresentam contradi????o nos ??ndices do IDEB, atingindo as metas nos anos iniciais e n??o atingindo nos anos finais: E.M.E.F. Prefeito Edgar Fontoura, E.M.E.F. Monteiro Lobato e E.M.E.F. Rond??nia. Nossa pesquisa ?? qualitativa e hist??rico-cr??tica, desenvolvida atrav??s de entrevistas semiestruturadas com gestores escolares, diretoras e supervisoras das tr??s escolas, bem como atrav??s da aplica????o de question??rios mistos aos professores dessas escolas. No desenvolvimento da pesquisa, ficou evidente a cr??tica dos sujeitos participantes ??s avalia????es em larga escala promovidas nacionalmente, mas ficou evidente tamb??m que s??o os resultados dessas avalia????es que fazem com que os munic??pios desenvolvam a????es vinculadas a elas. Como principal cr??tica ??s avalia????es, foi destacado o fato delas priorizarem apenas os resultados, desconsiderando as realidades escolares. Percebemos que, mesmo os munic??pios estando envolvidos nos processos avaliativos de vi??s gerencial, promovidos pelo Estado, h?? processos de gest??o democr??tica nas a????es desenvolvidas pelos gestores educacionais municipais. No munic??pio pesquisado, Canoas/RS, nota-se, claramente, a????es democr??ticas voltadas para a educa????o. Um exemplo disso ?? o sistema municipal de avalia????o, que ?? elaborado por uma comiss??o de professores da rede. Em rela????o ??s contradi????es dos ??ndices nos anos iniciais e finais do ensino fundamental das escolas pesquisadas, ficou evidente que, por tr??s do resultado final, existem muitas outras quest??es, que precisam ser destacadas. A maioria dos sujeitos da pesquisa apontaram uma quest??o espec??fica: a falta de participa????o dos pais na vida escolar dos filhos. Ao finalizarmos este trabalho, destacamos que o munic??pio consegue, a partir do processo nacional gerencialista de avalia????o, que tem a finalidade de regular e controlar nosso sistema de ensino e que recebe duras cr??ticas dos sujeitos das escolas, desenvolver um sistema de avalia????o a n??vel municipal que ?? defendido pelos mesmos sujeitos que criticam a avalia????o nacional. Certamente, isso se d?? em fun????o da forma como a avalia????o local ?? constitu??da, a partir da participa????o dos professores na elabora????o das quest??es das provas, al??m dos profissionais receberem um retorno dessas avalia????es. Isso os faz sentirem-se participantes do processo, o que acaba por legitimar a avalia????o municipal, mostrando que uma nova forma de avalia????o ?? poss??vel, vinculada ao processo de gest??o democr??tica das escolas.In this research, we try to highlight the influences of large-scale evaluations of basic education, promoted by the Ministry of Education in management actions that reach schools as well as daily educational situations in Canoas/RS. For a better understanding of the educational context studied, initially we looking for understand how the constitution of assessment policy in our country was. This investigation took place from the perspective of the subjects??? students from three schools in Canoas, which highlighted an IDEB contradiction in reaching the targets in the early years and not reaching in the final years, EMEF Prefeito Edgar Fontoura, E.M.E.F. Monteiro Lobato and E.M.E.F. Rond??nia. The research is qualitative, historical-critical, developed through semi structured interviews with school managers, directors and educational supervisors of three schools. Mixed questionnaires was applied to teachers. In the developing of the research it was evident to the participants' critical to the large-scale national evaluations, but it was also evident that the results of these evaluations causes municipalities to develop actions related to them. As the main criticisms of these evaluations it was highlighted the fact of their only prioritize the results and disregard schools??? realities. We realized that even municipalities which being involved in the evaluation processes in a managerial way promoted by the State, there are management processes in democratic actions taken by municipal educational administrators. In Canoas / RS is noted clearly democratic actions focused on education, an example is the municipal valuation, which is prepared by a committee of school teachers. Regarding the contradictions of the indices in the early years of elementary school and finals of the schools surveyed, it was evident behind the result there are many other issues that need to be highlighted. Most of the subjects showed a specific issue, the lack of parental involvement in school life of their children. As we finish this work, we highlight that the city gets from the national managerial evaluation process which aims to regulate and control our education system and receives harsh criticism of the school subjects, develop an evaluation system at municipal level which is defended by the same individuals who criticize the national assessment. Certainly it is a function of how this local evaluation is made from the teachers' participation in formulating the tests??? questions, in addition to professionals receive a return of these evaluations. It makes them feel involved in the process, which ultimately legitimize the municipal evaluation. This shows to us there are a new form of assessment is possible, linked to the process of democratic management of schools