| dc.description.abstract | In this research, we try to highlight the influences of large-scale evaluations of basic education, promoted by the Ministry of Education in management actions that reach schools as well as daily educational situations in Canoas/RS. For a better understanding of the educational context studied, initially we looking for understand how the constitution of assessment policy in our country was. This investigation took place from the perspective of the subjects’ students from three schools in Canoas, which highlighted an IDEB contradiction in reaching the targets in the early years and not reaching in the final years, EMEF Prefeito Edgar Fontoura, E.M.E.F. Monteiro Lobato and E.M.E.F. Rondônia. The research is qualitative, historical-critical, developed through semi structured interviews with school managers, directors and educational supervisors of three schools. Mixed questionnaires was applied to teachers. In the developing of the research it was evident to the participants' critical to the large-scale national evaluations, but it was also evident that the results of these evaluations causes municipalities to develop actions related to them. As the main criticisms of these evaluations it was highlighted the fact of their only prioritize the results and disregard schools’ realities. We realized that even municipalities which being involved in the evaluation processes in a managerial way promoted by the State, there are management processes in democratic actions taken by municipal educational administrators. In Canoas / RS is noted clearly democratic actions focused on education, an example is the municipal valuation, which is prepared by a committee of school teachers. Regarding the contradictions of the indices in the early years of elementary school and finals of the schools surveyed, it was evident behind the result there are many other issues that need to be highlighted. Most of the subjects showed a specific issue, the lack of parental involvement in school life of their children. As we finish this work, we highlight that the city gets from the national managerial evaluation process which aims to regulate and control our education system and receives harsh criticism of the school subjects, develop an evaluation system at municipal level which is defended by the same individuals who criticize the national assessment. Certainly it is a function of how this local evaluation is made from the teachers' participation in formulating the tests’ questions, in addition to professionals receive a return of these evaluations. It makes them feel involved in the process, which ultimately legitimize the municipal evaluation. This shows to us there are a new form of assessment is possible, linked to the process of democratic management of schools. | en |
