O SAEB em debate: avanços e desafios da política nacional de avaliação da educação básica

Abstract

This research was developed with the objective of analyzing the historical trajectory of Saeb to the over thirty years of implementation, identifying the principles and concepts that underlie the system. For this, it assumes as guiding question: in which way does the Saeb insert itself historically as a policy of evaluation of Brazilian basic education? Thus, this work uses a qualitative and exploratory methodology, bibliographic research, critical documentary analysis and the evidence as theoretical-methodological approaches. Academic publications studies related to the Saeb, journalistic interviews with the subjects involved in the process and government documents produced in order to regulate and direct the actions of Brazilian governments in favor of education evaluation policies Brazilian basic were used as data. As a result, it highlights the strengthening of regulatory and punitive use of the system to the detriment of an evaluative perspective of the role played by the State as a driver of educational policies, especially since the emergence of Prova Brasil, which, by implementing the census assessment on the national scene, contributed for the first, albeit mild, accountability initiatives in the country. However, the recent attributions defined for the Saeb are associated with mechanisms of strong accountability, with the forecast of its use in the transfer of financial resources and as a possibility of access to higher education, signaling a new change in system perspective.