The constant large-scale external evaluations in basic education and the
dissemination of their results have translated into pressures on the school
14mportant, affecting the curriculum and teaching practices, while producing
indicators that redirect 14mportante14 and help the executive sphere in the
implementation of educational policies. In the municipality of Santarém, in the state
of Pará, we know little about the implications that the indicators produced by external
evaluations have on the policies conducted by the Municipal Department of
Education (SEMED) and how they reach the schools. From this perspective, the
14mportan study aims to analyze and reflect on how schools in the municipal public
network of the city of Santarém-PA appropriate the results of external evaluations
of large-scale basic education. It is observed that the SAEB, following the neoliberal
logic, allows the State to monitor education in order to meet established international
standards, unduly stimulating the ranking among educational institutions, making
education admit the 14mportan the market, in the sense of allowing 14mporta to
assume the condition of consumers by choosing schools with better classifications.
This is a study based on a quantitative and qualitative perspective, of descriptive
and exploratory nature. The materials and methods approach consisted of
14mportante research and the application of questionnaires. Twenty-three
municipal public schools participated in this research, through the application of
questionnaires, consisting of principals, pedagogical coordinators, and teachers,
totaling 72 participants. The answers to the questions in the questionnaire follow the
Likert type, also known as school satisfaction, distributed in five points, as follows:
Totally disagree; Partially disagree; Indifferent; Partially agree and Totally agree.
With the data analysis we could identify several forms of appropriation of external
evaluations in the school routine, one of them being the excessive use of simulations
in order to provide na increase in results. The relationship between the school and
SEMED, regarding the external evaluations, needs to change, since it is the
department’s responsibility to coordinate, control, plan and execute the educational
policy of the municipality. It was identified that the aid SEMED-PA makes available
for schools is shallow and superficial, while some of the professionals surveyed
pointed out the importance of having a wider dissemination and aid. Thus, by deepening the debate and the knowledge of what happens at school, 15mpo
receiving the results of SAEB, we verify that na evaluation policy goes far beyond
the performance of tests, data analysis and dissemination of the results. We realize
that the molds that establish the implementation of such evaluations do not
encourage the participation of managers and the school 15mportant, deviating from
its initial speech, which was to be a partner evaluation of educational planning,
however, the way it has been implemented makes it na 15mportante15 f centralizing
regulation. The objectives of this research were achieved, and it 15mporta
15mportante to emphasize the importance of making the results available to the
schools involved in this research, in order to promote the approximation of the
research carried out at the University with the school environment.
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