A carregar...
Publicação
Os efeitos da avaliação sobre a Reforma do Ensino Médio Brasileiro
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.36 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Há muito se estudam como as avaliações podem ser usadas no ciclo de uma política pública. Ainda há, porém, um território pouco explorado nessa área que é o dos estudos da influência que a avaliação pode ter sobre o desenvolvimento de uma política pública. É nessa seara que o presente trabalho se encontra. Propomos, assim, ir além do uso, para estudar os mecanismos e a cadeia de influência que envolvem avaliação e uma política pública. Na esteira do que defende Kirkhart (2000), Henry e Mark (2003), propomos a análise do processo de reforma educacional brasileiro olhando para fontes de influência sobre a avaliação (contexto de influência) e os mecanismos de influência da avaliação em diferentes níveis como propõem Henry e Mark (2003). E a política pública que exploramos foi a Reforma do Ensino Médio no Brasil. Os resultados do Ensino Médio na Prova Brasil abaixo do esperado, acompanhados do desempenho do país no PISA serviram de argumento a grupos do terceiro setor educacional para que uma mudança fosse feita no Ensino Médio. Tal mudança deveria flexibilizar os currículos, sob a justificativa de torná-los mais atrativos aos estudantes e as disciplinas alvos dos testes padronizados deveriam ser mantidas ao longo de todo o Ensino Médio. Outro ponto importante de mudança seria a introdução do Ensino Técnico (atualmente, oferecido, majoritariamente, pelo setor privado) como um dos percursos formativos, substituindo a formação propedêutica pela técnica nos dois últimos anos dessa etapa. A MP 746/2016, depois convertida na lei 13.415 de 2017, cobriu todos esses itens e foi além, colocando a ampliação do ensino integral como outra mudança a ser implementada. A avaliação aqui teve enorme influência, porque a partir dela, os grupos empresariais, associados a alguns grupos midiáticos, usaram dos resultados educacionais baixos para pressionar por mudanças e ditar o rumo do que seria modificado, definindo a agenda de mudanças. Ao olharmos para a relação entre grupos empresariais e midiáticos, observamos um fluxo de influência que vai desde a definição de uma agenda de mudanças (primeiro por um grupo de influência – grupos do terceiro setor educacional brasileiro - depois a aliança entre esse grupo e os mídia para defesa dessa agenda pelos principais veículos de imprensa no país) até a implementação de um novo modelo de ensino médio. O percurso de influência da avaliação que identificamos neste estudo reforça a teoria defendida por Gary T. Henry e Melvin M. Mark (2003, 2004) de que olhar para a influência que as avaliações podem exercer ajuda na compreensão de processos de mudança política em que o conceito de uso não é suficiente para perceber como o processo de desenvolveu.
There has been a lot of studies exploring how evaluations can be used in the public policy cycle. However, there is still a field that hasn’t been fully explored which is the area of studies about the influence that an evaluation can have in the development of a public policy. It’s precisely under this scope that the present investigation lies. We propose, for this effect, to go beyond the concept of use, in order to study the mechanisms and the chain of influence that correlates an evaluation and a public policy. Following what Kirkhart (2000) and Henry e Mark (2003) defend, we argue that the Brazilian educational reform can be analyzed by tracing back the sources of influence on the educational evaluations (contexts of influence), as well as the mechanisms through which these evaluations may influence the development of that policy, as suggested by Henry and Mark (2003). The public policy we used as the object of our study is the Reform of the Secondary Education in Brazil. The national evaluations of that level of education (Prova Brasil) have been under what was expected for a while. This scenario combined which a low performance in international evaluations (PISA) served as argument for third sector groups involved in education to pressure for changes. Such change should make the national curriculum more flexible, so this level of education could be more appealing to the Brazilian youth. This curricular reform should keep mandatory only the subjects covered by standardized tests. Another important item to be changed would be the introduction of Technical Instruction as one of the formative paths students could choose from (technical education is offered mainly by the private sector). The PM 746/2016, later turned into law 13.415/2017, covered all these demands and then some, by adding the broadening of full-time schools as another modification to be implemented. The evaluation here had a huge influence, because by using their data, entrepreneurial groups, aligned with some media companies, pressured for change in educational policy arguing that the underperformance of secondary education was hitting a critical point. Therefore, they created a common discourse that set the agenda for what needed to be changed. By looking at the relationship between entrepreneurial and media groups, we may observe a flux of influence which starts at the agenda setting going all the way up to the implementation of a new model for Brazilian Secondary Education. The trajectory of evaluation influence that we traced in this study reinforces the theory defended by Gary T. Henry and Melvin M. Mark (2003, 2004) that the observation of how evaluations influence the development of a public policy helps us to better comprehend processes of political change in which the concept of use may not be enough to explain how the process developed.
There has been a lot of studies exploring how evaluations can be used in the public policy cycle. However, there is still a field that hasn’t been fully explored which is the area of studies about the influence that an evaluation can have in the development of a public policy. It’s precisely under this scope that the present investigation lies. We propose, for this effect, to go beyond the concept of use, in order to study the mechanisms and the chain of influence that correlates an evaluation and a public policy. Following what Kirkhart (2000) and Henry e Mark (2003) defend, we argue that the Brazilian educational reform can be analyzed by tracing back the sources of influence on the educational evaluations (contexts of influence), as well as the mechanisms through which these evaluations may influence the development of that policy, as suggested by Henry and Mark (2003). The public policy we used as the object of our study is the Reform of the Secondary Education in Brazil. The national evaluations of that level of education (Prova Brasil) have been under what was expected for a while. This scenario combined which a low performance in international evaluations (PISA) served as argument for third sector groups involved in education to pressure for changes. Such change should make the national curriculum more flexible, so this level of education could be more appealing to the Brazilian youth. This curricular reform should keep mandatory only the subjects covered by standardized tests. Another important item to be changed would be the introduction of Technical Instruction as one of the formative paths students could choose from (technical education is offered mainly by the private sector). The PM 746/2016, later turned into law 13.415/2017, covered all these demands and then some, by adding the broadening of full-time schools as another modification to be implemented. The evaluation here had a huge influence, because by using their data, entrepreneurial groups, aligned with some media companies, pressured for change in educational policy arguing that the underperformance of secondary education was hitting a critical point. Therefore, they created a common discourse that set the agenda for what needed to be changed. By looking at the relationship between entrepreneurial and media groups, we may observe a flux of influence which starts at the agenda setting going all the way up to the implementation of a new model for Brazilian Secondary Education. The trajectory of evaluation influence that we traced in this study reinforces the theory defended by Gary T. Henry and Melvin M. Mark (2003, 2004) that the observation of how evaluations influence the development of a public policy helps us to better comprehend processes of political change in which the concept of use may not be enough to explain how the process developed.
Descrição
Palavras-chave
Brasil Ensino Médio Avaliação