Tensões e influências no contexto das políticas de avaliação em larga escala: uma análise da participaçãp das confederações de trabalhadores em educação do Brasil e da Argentina

Abstract

The purpose of this study is to analyze the systemsof large-scale evaluation of Basic Education undertaken from the 1990s in Brazil and Argentina, as well as possible tensions and influence games which contextualized them. As the relationship between State, society and education is continuallybuilt, the development of work took into account the training of teachers organization and mapping of their main struggles toward to the public school, democratic and popular. The study is the perspective of triangulation between the qualitative methodologies, comparative and dialectic, seeking understandings on the approachesand the distances in each reality, but in ways that do not derail a dialogic process and solidarity. The empirical field is here focused on the education of workers confederations - CNTE (Brazil) and CTERA (Argentina). The data collection instruments in locoand the electronic pages are the foundation of documentary research on the Confederation of Workers in Education and its practices of insubordination, theeducational policies of large-scale evaluation, the existing legislation and semi-structured interviews with leaders of these unions. Thus, it was noticeable that these countries during the 1990s have started corresponding to the neoliberal model more strongly, while in contrast, the process of democratization in social movements gained strength. The neoliberal project which focuses on regulation based on the market at the detriment of the community and that scales the State for this purpose, was found in this teaching organization an important benchmark of counter-hegemony. We conclude that both CTERA as CNTE foist insubordinate practices that seek a regulator state ruled on democracy, right and citizenship. This operationalizes through democratic processes that are opposed to neoliberalism and, guided by overcoming the inequality, become foster and deliberately promote the popular participation. However, there is a gap between the confederations and the educational establishment, those which rarely find themselves required to work on such construction. Finally, it is possible that this reality points that the games of influence take place at the level of formation of the legal text and therefore, both proposals for a large-scale evaluation in order to qualify the education, as the constitution of a policy moredemocratic, is unfeasible, because the proposals are outside the school. Finality the major changes that are essential for education be an effective instrument of citizenship, democracy and emancipation require the effective participation of social actors involved.