Percepções de professores sobre a avaliação externa de leitura (SAEPE) em escolas da cidade de Serra Talhada

Abstract

This study results from an investigation carried out with public school teachers of Serra Talhada. We are interested in the perceptions of these professionals about large-scale evaluations, with emphasis on the Pernambuco State Assessment System (SAEPE) and, consequently, the results of the Educational Development Index of Pernambuco (IDEPE). We aim to point out possible implications of these results on teachers' conceptions and practices about reading, therefore, we also address the initial and continuing training of these professionals. The relevance of this research resides in the fact that educational policies in Brazil have been showing concern for the quality of the teaching offered by the public school, due to the pressures of international organizations that see in education the solution of the problems faced by an increasingly globalized world, of transformations and technological discoveries that characterize the so-called society of knowledge. It is important to emphasize that this evaluation system is the result of the transformations and educational reforms that occurred in Brazil in the 90's and that the application of this process is given in the monitoring of educational actions, in order to verify and monitor the level of student learning. It is necessary to state that the principle of this educational policy is to defend external evaluations as relevant resources for the promotion of quality public education. The results of the research suggest that the dissemination of these assessments contributes to a climate of teacher accountability for the success or failure of its students, create an atmosphere of pressure for the actors of the school community (teachers, managers and students) between school units in the same city