Política de avaliação no ensino médio capixaba: transformações e implicações da reforma

Abstract

The general objective of this dissertation is to analyze the formal, political, and pedagogical changes in the educational assessment policy of the Espírito Santo state school system that occurred in the context of the High School Reform (Law No. 13,415/2017). It assumes the following questions: what is the dominant assessment concept in the Espírito Santo state school system? What changes were implemented in the assessment policy of the Espírito Santo high school system? What do they represent in the context of the implementation of the New High School System? What are the effects of the changes in the assessment policy for the school actors (managers, teachers) of the Espírito Santo state school system? The hypothesis that guides this study is based on the reflection that the changes made in the assessments of the Espírito Santo state school system are due to the dynamics imposed by the current High School Reform, which requires not only a new arrangement of the contents as guided by the National Common Curricular Base and the Training Itineraries, but also the assessment of the socio-emotional condition of students as a strategy for external control and the formation of self-control. The dissertation follows the principles of qualitative research (Creswell, 2007), of the case study type (Creswell, 1998) and will use content analysis (Bardin, 2011) to treat the documents. The research was conducted in a high school located in Vitória/ES, through interviews with the pedagogical management and application of a questionnaire to the teaching staff. In addition, interviews were conducted with a representative of the Evaluation Management of the State Secretariat of Education of Espírito Santo and the Regional Superintendence of Education. We adopted the theoretical-epistemological perspective of the Sociology of Public Action, which is dedicated to analyzing the interactions between different actors and their collective and individual actions in public policies, in order to observe the transformations that have occurred in educational practice. The results revealed that the changes in the evaluation policy of Espírito Santo must be understood in the context of the reform and the BNCC, and that both are part of the international political agenda promoted by private organizations. Furthermore, we highlight the impacts and harms of this policy on student education, teaching work and the social function of the school. We also emphasize that the Socioemotional Self-Assessment can function as a regulatory mechanism, inducing students to internalize certain behaviors considered appropriate for a market recognized for its precariousness and instability.