Percepção dos Professores sobre as Avaliações Externas na Educação Básica no Ceará

Abstract

Currently, the teaching and learning processes in systematized education have undergone constant concerns, especially when the subject is related to the quality of education and its evaluation. In this context, Educational Assessment has been gaining significant prominence in public educational policies over the years. In Ceará-Brazil, the Basic Education Assessment System (SAEB) in the national network and the Ceará Basic Education Assessment System (SPAECE) are the main mechanisms used to assess Basic Education in the state. The purpose of this article is to question how SAEB and SPAECE are perceived by Basic Education teachers and what repercussions such evaluations have on their pedagogical practices. The research of qualitative approach, of the type of case study, used as sources of analysis documents of the Secretary of Education of Ceará and of the schools as Political Pedagogical Project and School Rules and mainly the narratives of teachers. The study showed that SAEB and SPAECE underwent several changes in relation to their denominations, concepts and methodologies, however, it was noticed that the evaluation has always been used by governments as a form of control aiming at more efficiency in the educational system. The evaluations were perceived as fundamental to arrive at the quality of the teaching, however, in the molds operationalized in Ceará, they served as rendering of accounts about the performance of the students, in the national and state scope, having as incentive a system of awards that shed light schools that achieved the best rates.