Avaliação em larga escala no Rio Grande do Sul (SAERS) : ações, controvérsias e resultados

Abstract

The general objective of the research is to investigate the policies implemented by the government of Yeda Crusius between 2007 and 2010, through the School Performance Assessment System in the State of Rio Grande do Sul (SAERS), Large Scale Assessment and, in which this process contributed to improving the quality of education. The study aimed to build its argument aimed at answering the following question: how did the Evaluation Policies in the area of Education implemented and developed in the Yeda Crusius Government in the State of Rio Grande do Sul, in the period 2007/2010, especially the Evaluation System of School Performance of Rio Grande do Sul (SAERS) in Public Schools, reverberated positively or not in the quality of Education? The methodology used is of a qualitative nature with data collection and analysis of a basic nature, with an exploratory objective, by bibliographical design. The data collection procedure was based on the search and analysis of data in normative legal documents in order to deepen the understanding of the specific contents of the subject under study. The aim was to describe the operationalization, objectives and purpose of the Riograndense Assessment System, as well as the results of the tests in each year of execution of the process, based on the investigation and analysis of normative documents issued by the Department of Education of the State and by outsourced companies contracted as service providers. The research points out that the evaluation has the character of judgment about the performance of the student and institutions. The results of the editions published on the CAED websites were discussed, as well as the dissemination of these evaluation results sent to schools and it was concluded that with each change of government, new conceptions and political practices of educational evaluation were employed in the State of Rio Grande do Sul in order to verify the performance of students. Thus, the study shows that the implementation of evaluation policies in the State during this period was based on a managerial discourse supported by instruments of social control linked to the market, where education is measured metrically in its effectiveness, under the precepts of neoliberalism through the interference of international organizations. The challenge is the debate and deeper analysis of educational policies. This finding implies that the government is oriented towards depositing in the Evaluation System the condition for diagnosing the quality of state public education, with the objective of promoting alternatives that will improve the educational reality of the State of Rio Grande do Sul.