Large-scale effects of national policy assessment on the political and pedagogical management of schools of Porto Alegre: Exploring relationships and uses

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Abstract

This article presents an analysis of the relationships established by school system administrators and teachers (principals and classroom staff) with the national evaluation policy and how they use this type of assessment. By confronting the positions of the two groups, whose speeches were codified through the N-Vivo 10 software, a set of quantitative and qualitative analyses are drawn. The notion of recontextualization offered by Bernstein (1998, 2003) and the contributions of Dias Sobrinho (1996, 2008) reinforce the understanding of the assessment’s political dimension that goes beyond the limits of performance and measurement. The research design favors the confrontation of positions, interests, emphasis and differentiated appropriations concerning the concepts, instruments, and results of high stakes evaluation. It also shows that diverse understandings concerning the policy result in a precarious and insufficient use of the external evaluation proposal.

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How to Cite
Ghisleni, A. C., & Luce, M. B. (2016). Large-scale effects of national policy assessment on the political and pedagogical management of schools of Porto Alegre: Exploring relationships and uses. Education Policy Analysis Archives, 24, 71. https://doi.org/10.14507/epaa.24.2328
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Author Biographies

Ana Cristina Ghisleni, Universidade Federal do Rio Grande do Sul; Univates

Doutora em Educação pela Universidade Federal do Rio Grande. Bolsista do Programa Nacional de Pós-doutoramento da CAPES junto ao Mestrado em Ensino da Univates. Atua com ensino e pesquisa na linha de políticas e gestão da educação, com especial ênfase na avaliação em larga escala na educação básica.

Maria Beatriz Luce, Universidade Federal do Rio Grande do Sul

Professora titular de Política e Administração da Educação, na Faculdade de Educação da Universidade Federal do Rio Grande do Sul (Porto Alegre, Brasil). Realizou seu doutorado em Educação na Michigan State University. Trabalha em ensino e pesquisa sobre políticas e gestão educacional, tendo particular interesse em avaliação e planejamento educacional também em perspectivas comparadas.