Ocimar Munhoz Alavarse

Ensino médio: possibilidades de avaliação

This paper correlates a set of indicators to assess both high school and the Education Program for Youth and Adults. The first ones are the enrolment data from 1991 to 2010, with the net enrollment rates for the 15-17 year old students by administrative regions and shifts (morning, afternoon, and evening). It also considers yield rates, especially approval ones, which illustrate schooling success. This framework is completed by the performance results of the saeb (Sistema de Avaliacao da Educacao Basica - Evaluation System of Basic Education), which are combined to the approval rates to compose the ideb (Indice de Desenvolvimento da Educacao Basica - Index of Basic Education Development). The latter is presented by the Ministry of Education (MEC) as an indicator of the quality of basic education, which raises some problematizations of the concEPTs of assessment and quality. These indicators highlight the challenges faced to satisfy the demands of this education stage, which should soon become compulsory, as part of the so called democratization of education. PROEJA is detailed to include other elements for a more comprehensive assessment of high school, especially with regard to adult education and the world of work.

A organização do ensino fundamental em ciclos: algumas questões

The article discusses some aspects associated with the organization of basic education in cycles, considering the initiatives carried out in the public education network and the literature related to the matter. With differences of diverse orders, the implementation of cycles was intensified as of 1996, with the National Law of Education (LDB), and is seen as an alternative to grading and school failure, especially with relation to high reprobation rates and low achievement by Brazilian students. Cycles have also suffered strong opposition and given rise to controversy. From the viewpoint of school democratization, our focus is on the challenge of the equality of results, as a means of strengthening equality of opportunities, which includes tensioning both grading and repetition rates as pedagogical expedients, with emphasis on the school objectives and pedagogical implications imposed by these cycles. Nonetheless, if the cycles cannot be associated with the fall in the quality of education, we consider that, in spite of their enormous democratic potential, the implementation of cycles has not attained the goals proclaimed upon their adoption.The article discusses some aspects associated with the organization of basic education in cycles, considering the initiatives carried out in the public education network and the literature related to the matter. With differences of diverse orders, the implementation of cycles was intensified as of 1996, with the National Law of Education (LDB), and is seen as an alternative to grading and school failure, especially with relation to high reprobation rates and low achievement by Brazilian students. Cycles have also suffered strong opposition and given rise to controversy. From the viewpoint of school democratization, our focus is on the challenge of the equality of results, as a means of strengthening equality of opportunities, which includes tensioning both grading and repetition rates as pedagogical expedients, with emphasis on the school objectives and pedagogical implications imposed by these cycles. Nonetheless, if the cycles cannot be associated with the fall in the quality of education, we consider that, in spite of their enormous democratic potential, the implementation of cycles has not attained the goals proclaimed upon their adoption.

Avaliações em larga escala: uma sistematização do debate

Educational reforms in recent decades have been characterized, among other features, by the use of large-scale assessments as a management tool of school systems and of educator accountability. This phenomenum has occurred differently in each country. In Brazil there has been widespread use such assessments with standardized tests, which generates in the academic and educational community not consensus but a debate in which there are different positions, ranging from the extreme opposition to the recognition of the contribution of large-scale assessments and educational measures to guide educational policies and programs, including restrictions on the use made of their results. Considering positive and negative arguments, including technical and political dimensions, this article, on the one hand, presents a reflection that recognizes the usefulness of these evaluations, and, on the other, questions some of its uses for educational management, for example, allocating resources in schools with best results, setting bonuses for teachers, establishing rankings which stimulate competition between schools and school systems, and understanding test results as a unique and primary indicator of education quality. The objective of this article is to discuss the main pros and cons to large-scale assessments in the national and international literature and systematize the debate on their potential. For this, it focuses on two recurrent themes in literature: the role and validity of large-scale assessments in the education reforms and the use of their results for the management of educational systems and schools.

Qualidade das escolas: tensões e potencialidades das avaliações externas

From the debate on quality in education this work aims at identifying the strengthening of initiatives external evaluations of educational policy as a guideline for improving the quality of education in schools. Drawing on national survey try to show possible interfaces of evaluations with the quality of education. Are highlighted some potential, and also some evidence of political tensions evaluation in school life. Finally, it is concluded that the external evaluation, conceived as a broad process that involves technical choices, political and ideological is an important tool to increase the quality of education in public schools.

Avaliação externa e qualidade da educação: formação docente em questão

A constatacao dos novos contornos que o debate sobre a formacao docente adquiriu a partir da ampliacao de politicas de avaliacoes externas e o consequente desvelamento das dificuldades do oferecimento de um ensino de qualidade para todos ensejou este artigo. Objetiva-se problematizar: quais conhecimentos sao necessarios para que os professores explorem o potencial dos resultados das avaliacoes externas na perspectiva de ampliacao da qualidade do ensino-aprendizagem nas escolas? Este estudo apresenta resultados de investigacao com o objetivo de cotejar os resultados da avaliacao externa Prova Sao Paulo com os resultados das avaliacoes internas feitas pelos professores. O campo de desenvolvimento da pesquisa foi a Rede Municipal de Ensino de Sao Paulo e a metodologia adotada foi a pesquisa-acao. Conclui-se que e premente a apropriacao aprofundada, pelos professores, dos fundamentos, objetivos e resultados das avaliacoes externas, para que elas possam ser utilizadas como um complemento ao desenvolvimento do seu trabalho, servindo como mais um mecanismo para avancar na qualidade da educacao publica oferecida. Ha que se envidar esforcos para que os professores sejam dotados de conhecimento sobre o contexto, os pressupostos, e o papel das avaliacoes externas, bem como o seu potencial de uso dos resultados no cotidiano da sala de aula. Por fim, ressalta-se que entender os resultados das avaliacoes externas e compreende-los nao como um fim em si mesmo, mas sim como possibilidade de associa-los as mudancas essenciais da escola publica.

Sistemas estaduais de avaliação: interfaces com qualidade e gestão da educação

Explorar possiveis interfaces entre a configuracao dos Sistemasxa0Estaduais de Avaliacao com qualidade e gestao da educacao e o objetivo destexa0artigo. Dentre os 27 entes federados, 19 possuem sistemas proprios de avaliacaoxa0(LOPES, 2007; SOUSA; OLIVEIRA, 2010; GAME, 2011). Verificou-se que,xa0de modo geral, esses sistemas possuem as mesmas caracteristicas e o mesmoxa0desenho do Sistema de Avaliacao da Educacao Basica (Saeb). Constataram-se asxa0tendencias de uso dos dados obtidos para subsidiar a elaboracao de indicadoresxa0estaduais de qualidade da educacao e dos resultados das afericoes dos estudantesxa0para avaliacao de desempenho docente, com a atribuicao de gratificacoes exa0bonus, indicando a adocao da logica de que a producao da qualidade e a gestaoxa0da educacao podem ser forjadas com base em mecanismos de quase mercado.

Avaliação interna no contexto das avaliações externas: desafios para a gestão escolar

RESUMO A ampla disseminação de avaliações externas como iniciativas de políticas educativas governamentais têm servido como referencial de qualidade da educação e, muitas vezes, seus dados são utilizados de base para avaliação de escolas e professores. Resultados preliminares de pesquisa-ação desenvolvida em escolas da rede municipal de São Paulo evidenciaram a necessidade do cotejamento dos resultados das avaliações internas com os da avaliação externa para garantir maior incremento na aprendizagem dos alunos. Assim, o objetivo desse trabalho é ressaltar e problematizar os desafios da gestão para fomentar os conhecimentos para os professores explorarem o potencial das avaliações externas. Palavras-chave: avaliação externa; avaliação interna; gestão escolar.

Políticas educacionais, avaliação de sistema e melhoria da qualidade na educação básica: experiências de dois municípios paulistas

Palavras-chave: Avaliacao de sistema. Politica educacional. Qualidade do ensino. Abstract: This article seeks to address the educational policies developed in two cit - ies that would be associated with improving the quality of education, starting from the results of the Index of Basic Education Development (Ideb). Initially, the components of the assessment system are highlighted that show potential to impact the quality of teach - ing and, finally, are pointed out the parts for which such assessments can be used in order to feed a data analysis that allows schools to network and meet conditions for advance in their educational projects and the quality of education offered.

La organización de la educación básica en ciclos: algunas cuestiones

The article discusses some aspects associated with the organization of basic education in cycles, considering the initiatives carried out in the public education network and the literature related to the matter. With differences of diverse orders, the implementation of cycles was intensified as of 1996, with the National Law of Education (LDB), and is seen as an alternative to grading and school failure, especially with relation to high reprobation rates and low achievement by Brazilian students. Cycles have also suffered strong opposition and given rise to controversy. From the viewpoint of school democratization, our focus is on the challenge of the equality of results, as a means of strengthening equality of opportunities, which includes tensioning both grading and repetition rates as pedagogical expedients, with emphasis on the school objectives and pedagogical implications imposed by these cycles. Nonetheless, if the cycles cannot be associated with the fall in the quality of education, we consider that, in spite of their enormous democratic potential, the implementation of cycles has not attained the goals proclaimed upon their adoption.The article discusses some aspects associated with the organization of basic education in cycles, considering the initiatives carried out in the public education network and the literature related to the matter. With differences of diverse orders, the implementation of cycles was intensified as of 1996, with the National Law of Education (LDB), and is seen as an alternative to grading and school failure, especially with relation to high reprobation rates and low achievement by Brazilian students. Cycles have also suffered strong opposition and given rise to controversy. From the viewpoint of school democratization, our focus is on the challenge of the equality of results, as a means of strengthening equality of opportunities, which includes tensioning both grading and repetition rates as pedagogical expedients, with emphasis on the school objectives and pedagogical implications imposed by these cycles. Nonetheless, if the cycles cannot be associated with the fall in the quality of education, we consider that, in spite of their enormous democratic potential, the implementation of cycles has not attained the goals proclaimed upon their adoption.

The organization of basic education in cycles: some issues

The article discusses some aspects associated with the organization of basic education in cycles, considering the initiatives carried out in the public education network and the literature related to the matter. With differences of diverse orders, the implementation of cycles was intensified as of 1996, with the National Law of Education (LDB), and is seen as an alternative to grading and school failure, especially with relation to high reprobation rates and low achievement by Brazilian students. Cycles have also suffered strong opposition and given rise to controversy. From the viewpoint of school democratization, our focus is on the challenge of the equality of results, as a means of strengthening equality of opportunities, which includes tensioning both grading and repetition rates as pedagogical expedients, with emphasis on the school objectives and pedagogical implications imposed by these cycles. Nonetheless, if the cycles cannot be associated with the fall in the quality of education, we consider that, in spite of their enormous democratic potential, the implementation of cycles has not attained the goals proclaimed upon their adoption.The article discusses some aspects associated with the organization of basic education in cycles, considering the initiatives carried out in the public education network and the literature related to the matter. With differences of diverse orders, the implementation of cycles was intensified as of 1996, with the National Law of Education (LDB), and is seen as an alternative to grading and school failure, especially with relation to high reprobation rates and low achievement by Brazilian students. Cycles have also suffered strong opposition and given rise to controversy. From the viewpoint of school democratization, our focus is on the challenge of the equality of results, as a means of strengthening equality of opportunities, which includes tensioning both grading and repetition rates as pedagogical expedients, with emphasis on the school objectives and pedagogical implications imposed by these cycles. Nonetheless, if the cycles cannot be associated with the fall in the quality of education, we consider that, in spite of their enormous democratic potential, the implementation of cycles has not attained the goals proclaimed upon their adoption.