The policy and practice of RPL (Recognition of Prior Learning) remains a contested area in the higher education sector. While a growing body of research on RPL has become available, little is known about the quality assurance dimensions of this policy and its current expression in higher education practice. Accordingly, this study seeks to provide a comprehensive and detailed portrait of the manner in which RPL is implemented in the Faculty of Education at the University of Pretoria. The central question is does the RPL system that is in place at this institution meet national and international requirements for quality and quality assurance? If not, what are the reasons and how can the faculty improve its RPL practice? The research sub-questions addressed are the following: <ul> <li> What is the quality of the inputs used to design the RPL that is in place in the Faculty of Education at the University of Pretoria?</li> <li> How does the Faculty of Education at the University of Pretoria assess RPL candidates for their prior learning? </li> <li> What is the effect of the output of the RPL system on client satisfaction?</li></ul> A mixed methods research design was used for this study. A single Faculty (Education) was selected as the data collection site, to reveal the deeper and nuanced impact of the process of implementation of the RPL programme. A semi-structured interview schedule administered to the senior managers of the faculty was to elicit information on how the RPL system was conceptualised and designed. This process included the Dean (Faculty of Education); Head of Department (Curriculum Studies); Head of Department (Educational Management, Law and Policy Studies); Director (Centre for Evaluation and Assessment) and the Director (Centre for Joint Science, Mathematics and Technology Education). To determine whether there is a link between what the Quality Assurance Unit of the university promotes and application of such principles and procedures at service delivery level, an interview with the Director of the QA Unit was done. Other interviews involved students (undergraduates and postgraduates); the non-academic staff and lecturers within all the departments of the faculty, to determine whether they knew or were aware of RPL related activities in the faculty. An observation tool was constructed to examine the quality of the assessment process, which involved RPL learners, assessors, evidence facilitators, verifiers, moderators and RPL administrators. A questionnaire was administered to RPL learners involved in the assessment process to determine their satisfaction with the output of the RPL programme. Lecturers who participated in the RPL assessment process were interviewed to determine their experiences. Finally, an observational checklist was used to determine quality indicators at macro (administrative) and micro (academic) levels. The data was analysed using pattern matching, discrepancy, content and interpretational analyses methods. The research findings presented are in the form of a “thick” narrative on the quality of RPL implementation, that is, what the faculty should do to improve or strengthen the current system, and a portrayal of how the RPL programme truly operates. The findings indicate that a relatively good system of RPL provisioning is in place in the Faculty of Education, with a few areas of concern (weaknesses). The major problem is that this system is not benefiting the majority of people it was intended for. The system is “selective” and “exclusionary” in nature. There are clear procedures and processes for RPL assessment, which are adhered to strictly by faculty assessors. The RPL system that is currently in place is satisfactory to those who were assessed for prior learning during the period 2003-2006 and unsatisfactory at the level of the lecturers who participated in the assessment process. Most of them indicated that RPL is an add-on activity to their workloads, with very little incentives from management. To those who were not part of the assessment process, but were assumed to have received information from the faculty, the findings indicated that they knew very little about RPL and how it is being assessed in the faculty. From the client’s perspective, most (eighty four percent) said if they knew how this system operates in the faculty, they would want to be assessed for their prior learning. An extensive examination of the RPL practice in the Faculty of Education gave useful insights on the quality of RPL provisioning. Future research needs to concentrate on evaluations on how RPL is implemented in the other faculties of the university. Second to this, is to begin to provide answers as to what causes full-scale implementation of RPL problematic in the higher education sector, to provide empirical data to policy makers for decision-making purposes. Thirdly, to provide solutions towards the sustainability of the RPL system in the higher education sector, there is a need to do studies on the cost-effectiveness of RPL implementation. / Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2007. / Curriculum Studies / PhD / unrestricted

Made available in DSpace on 2016-01-26T18:49:33Z (GMT). No. of bitstreams: 1 IONE_DISSERTACAO_IONE_29_07_2010.pdf: 6710290 bytes, checksum: 69b25d16a859485f06193c82e0cd6863 (MD5) Previous issue date: 2010-04-29 / The purpose of this study was to verify if the process of school municipalization in the Municipality of Martinópolis contributed for the quality improvement of municipal education. To such purpose, this research study tried to identify the policies and actions of the Municipal Secretary of Education of Martinópolis which targeted the quality improvement of education of the Municipality, to analyze the impact of these policies and actions on the activities of the municipal schools according to the perspective of the secretaries of education of two municipal administrations, of school supervisers and coordinators of the Municipality and of the principals of municipal schools, and finally to verify if, along the process of consolidation of school municipalization, the municipalized schools of Martinópolis presented significant improvement in their performance in the external evaluations Prova Brasil and SARESP , having as reference their performance in the previous condition of state school. This research used the case study approach of a predominantly qualitative nature for understanding, in a deeper way, the process of municipalization implemented by the Municipality of Martinópolis. For the qualitative data collection, a guide of semi-structured interview was used. For the analysis of the municipalized schools performance in Portuguese and Mathematics, the results of SARESP in the years 1996, 1997 (at the state administration), in the years 2004, 2005 and 2008 (at the municipal administration) and of the Prova Brasil in the years 2005 and 2007 were utilized. Among the main politics and actions implemented by the municipal government, three were unanimously cited by the interviewees: the continuity of the actions initiated by the previous government, the investment in teacher training and the student learning improvement. The analysis of the results of SARESP, in the years 1996, 1997, 2004, 2005 and 2008 and of the results of Prova Brasil, in the years 2005 and 2007, showed that the performance of the municipal schools of Martinópolis, in Portuguese Language and in Mathematics, displayed an evolution not significant and the municipal schools could not reach the standards established by these evaluation systems for characterizing a quality education. Many actions were implemented by the Municipality of Martinópolis for improving the quality of education, but they were not reflected in the results of the external evaluations. / O propósito desta pesquisa foi verificar se o processo de municipalização do ensino no município de Martinópolis contribuiu para a melhoria da qualidade da educação municipal. Para tal propósito, este pesquisa buscou Identificar as políticas e ações da Secretaria Municipal de Educação de Martinópolis que visaram à melhoria da qualidade da educação do município nas duas últimas gestões do governo municipal, analisar o impacto dessas políticas e ações sobre a atuação das escolas do município de Martinópolis, segundo a perspectiva dos secretários de educação de duas gestões municipais, dos supervisores e coordenadores de ensino do Município e dos gestores das escolas municipais e, finalmente, verificar se, ao longo do processo de consolidação da municipalização do sistema escolar, as escolas municipais de Martinópolis apresentaram melhoria significativa no seu desempenho nas avaliações externas Prova Brasil e SARESP , tendo como referência seu desempenho na condição prévia de escola estadual. Este trabalho foi um estudo de caso de natureza predominantemente qualitativa para entender de forma mais aprofundada o processo de municipalização realizado no Município de Martinópolis. Para a coleta dos dados qualitativos, foi utilizado um roteiro de entrevista semi-estruturada. Para a análise do desempenho das escolas municipalizadas em Português e Matemática, foram selecionados os resultados do SARESP, nos anos de 1996 e 1997 (na gestão estadual), nos anos de 2004, 2005 e 2008 (na gestão municipal) e da Prova Brasil, nos anos de 2005 e 2007. Entre as principais políticas e ações implementadas pela gestão municipal, três foram citadas de modo unânime pelos entrevistados: a continuidade das ações iniciadas pelo governo anterior, o investimento na capacitação dos docentes, e o plano de carreira para os profissionais da educação. Segundo os entrevistados, as políticas de valorização dos profissionais da educação e de melhoria da aprendizagem dos alunos foram as ações de maior impacto, embora seus efeitos ainda não se tenham manifestado nas avaliações externas da escolas. A análise dos resultados do SARESP, nos anos de 1996, 1997, 2004, 2005 e 2008 e dos resultados da Prova Brasil, nos anos de 2005 e 2007, mostrou que o desempenho das escolas do Município de Martinópolis, tanto em Língua Portuguesa como em Matemática, manifestou uma evolução pouco significativa, e as escolas pesquisadas não conseguiram atingir os índices estabelecidos por esses sistemas de avaliação para caracterizar uma educação de qualidade. Várias ações foram realizadas pelo Município de Martinópolis, na busca da melhoria da qualidade da educação, mas essas ações não se refletiram nos resultados das avaliações externas.

Made available in DSpace on 2016-07-18T17:54:09Z (GMT). No. of bitstreams: 1 IONE_DISSERTACAO_IONE_29_07_2010.pdf: 6710290 bytes, checksum: 69b25d16a859485f06193c82e0cd6863 (MD5) Previous issue date: 2010-04-29 / The purpose of this study was to verify if the process of school municipalization in the Municipality of Martinópolis contributed for the quality improvement of municipal education. To such purpose, this research study tried to identify the policies and actions of the Municipal Secretary of Education of Martinópolis which targeted the quality improvement of education of the Municipality, to analyze the impact of these policies and actions on the activities of the municipal schools according to the perspective of the secretaries of education of two municipal administrations, of school supervisers and coordinators of the Municipality and of the principals of municipal schools, and finally to verify if, along the process of consolidation of school municipalization, the municipalized schools of Martinópolis presented significant improvement in their performance in the external evaluations Prova Brasil and SARESP , having as reference their performance in the previous condition of state school. This research used the case study approach of a predominantly qualitative nature for understanding, in a deeper way, the process of municipalization implemented by the Municipality of Martinópolis. For the qualitative data collection, a guide of semi-structured interview was used. For the analysis of the municipalized schools performance in Portuguese and Mathematics, the results of SARESP in the years 1996, 1997 (at the state administration), in the years 2004, 2005 and 2008 (at the municipal administration) and of the Prova Brasil in the years 2005 and 2007 were utilized. Among the main politics and actions implemented by the municipal government, three were unanimously cited by the interviewees: the continuity of the actions initiated by the previous government, the investment in teacher training and the student learning improvement. The analysis of the results of SARESP, in the years 1996, 1997, 2004, 2005 and 2008 and of the results of Prova Brasil, in the years 2005 and 2007, showed that the performance of the municipal schools of Martinópolis, in Portuguese Language and in Mathematics, displayed an evolution not significant and the municipal schools could not reach the standards established by these evaluation systems for characterizing a quality education. Many actions were implemented by the Municipality of Martinópolis for improving the quality of education, but they were not reflected in the results of the external evaluations. / O propósito desta pesquisa foi verificar se o processo de municipalização do ensino no município de Martinópolis contribuiu para a melhoria da qualidade da educação municipal. Para tal propósito, este pesquisa buscou Identificar as políticas e ações da Secretaria Municipal de Educação de Martinópolis que visaram à melhoria da qualidade da educação do município nas duas últimas gestões do governo municipal, analisar o impacto dessas políticas e ações sobre a atuação das escolas do município de Martinópolis, segundo a perspectiva dos secretários de educação de duas gestões municipais, dos supervisores e coordenadores de ensino do Município e dos gestores das escolas municipais e, finalmente, verificar se, ao longo do processo de consolidação da municipalização do sistema escolar, as escolas municipais de Martinópolis apresentaram melhoria significativa no seu desempenho nas avaliações externas Prova Brasil e SARESP , tendo como referência seu desempenho na condição prévia de escola estadual. Este trabalho foi um estudo de caso de natureza predominantemente qualitativa para entender de forma mais aprofundada o processo de municipalização realizado no Município de Martinópolis. Para a coleta dos dados qualitativos, foi utilizado um roteiro de entrevista semi-estruturada. Para a análise do desempenho das escolas municipalizadas em Português e Matemática, foram selecionados os resultados do SARESP, nos anos de 1996 e 1997 (na gestão estadual), nos anos de 2004, 2005 e 2008 (na gestão municipal) e da Prova Brasil, nos anos de 2005 e 2007. Entre as principais políticas e ações implementadas pela gestão municipal, três foram citadas de modo unânime pelos entrevistados: a continuidade das ações iniciadas pelo governo anterior, o investimento na capacitação dos docentes, e o plano de carreira para os profissionais da educação. Segundo os entrevistados, as políticas de valorização dos profissionais da educação e de melhoria da aprendizagem dos alunos foram as ações de maior impacto, embora seus efeitos ainda não se tenham manifestado nas avaliações externas da escolas. A análise dos resultados do SARESP, nos anos de 1996, 1997, 2004, 2005 e 2008 e dos resultados da Prova Brasil, nos anos de 2005 e 2007, mostrou que o desempenho das escolas do Município de Martinópolis, tanto em Língua Portuguesa como em Matemática, manifestou uma evolução pouco significativa, e as escolas pesquisadas não conseguiram atingir os índices estabelecidos por esses sistemas de avaliação para caracterizar uma educação de qualidade. Várias ações foram realizadas pelo Município de Martinópolis, na busca da melhoria da qualidade da educação, mas essas ações não se refletiram nos resultados das avaliações externas.

Made available in DSpace on 2016-07-18T17:54:16Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 2854633 bytes, checksum: e24fecd1fb3b58e6722378fbfa3f0221 (MD5) Previous issue date: 2011-12-07 / Data for the System of Evaluation of Educational Achievement of São Paulo (SARESP) revealed us that school indexes in some schools presented consecutive situations of successful in the students learning, standing themselves above the regional and state average, which allowed us a questioning about the practices of relevance that would have contributed to the possibility of success. So, the search aimed to examine the educational practices of teachers favoring significant results in students learning, developed in a school in the region of Jales, which was successful in the external evaluation of the official network of the State of São Paulo. Search subjects were teachers and students of that school. The search presented itself in a qualitative approach that involved gathering data through semi-structured interviews, questionnaires application, classrooms observation and documentary analysis of the pedagogical proposal and educational plans. In this aspect, the analysis of the school routine, especially educational practices of teachers practices that ensured the effectiveness of the school curriculum and problem-solving learning, has raised the comprehension and understanding of alternative teaching actions performed with a view to significant results. It was hoped to find in teaching activity relevant and responsible factors by the culture of success, as well as contributing to the dissemination of these data. / Os dados relativos ao Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP) nos revelavam que os índices escolares de algumas escolas apresentavam consecutivas situações de sucesso de aprendizagem dos alunos, situando-se acima da média regional e estadual, o que nos possibilitou um questionamento acerca das práticas de relevância que teriam contribuído com a possibilidade de acerto. Assim, a pesquisa teve como objetivo analisar as práticas educativas docentes favorecedoras de resultados significativos na aprendizagem dos alunos, desenvolvidas em uma escola da região de Jales, que foi bem sucedida na avaliação externa da rede oficial do Estado de São Paulo nos anos de 2007 a 2009. Foram sujeitos da pesquisa os professores e alunos da referida escola. A pesquisa se configurou numa abordagem qualitativa que envolveu o levantamento de dados por meio de entrevistas semiestruturadas, aplicação de questionários, observação de aulas e a análise documental da proposta pedagógica e planos de ensino. Neste aspecto, a análise do cotidiano escolar, em especial das práticas educativas docentes que asseguravam a efetivação do currículo escolar e a resolução de problemas de aprendizagem, suscitou a compreensão e o entendimento das ações docentes alternativas realizadas com vistas a resultados significativos. Esperava-se encontrar na ação docente fatores relevantes, responsáveis pela cultura de sucesso, assim como contribuir com a divulgação destes dados.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-07-22T17:00:10Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTACAO ADEMILSON VEDOVATO CAVALVANTI - 23-06-2016 (ultima versão).pdf: 450108 bytes, checksum: 3be715dc2d1c68175fe7ded35038ed8e (MD5) / Made available in DSpace on 2016-07-22T17:00:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTACAO ADEMILSON VEDOVATO CAVALVANTI - 23-06-2016 (ultima versão).pdf: 450108 bytes, checksum: 3be715dc2d1c68175fe7ded35038ed8e (MD5) Previous issue date: 2016-02-25 / The external evaluation proposal promoted by the Ministry of Education and Culture - MEC has been a source of extensive discussion in Brazil over the years which have intensified in the last two decades due to increasing of the vacancies numbers offered in higher education. This research intents to know what is the influence of the external evaluation process, promoted by the MEC, on the HEI considering that the process is carried out ten years ago and has been few considered while a guide of the quality of higher education in Brazil. This study aims to analyze the implications, influences and contributions from the external evaluation of the higher education institutions of the country. For this, a study was conducted at two institutions in the same city located in Parana, being one of them a private college and the other one, a public university. It was found that the process has great influence and impact on educational institutions as a whole, moreover it was possible to verify the state's position as a regulator of a system where there is little opening for dialogue and for the real participation of the academic community in developing public policies for the Brazilian higher education / A proposta de avaliação externa, promovida pelo Ministério da Educação e Cultura (MEC), historicamente tem suscitado discussão no Brasil, intensificando-se, nas últimas duas décadas, devido a ampliação do número de vagas ofertadas nas Instituições de Ensino Superior (IES). A pesquisa pretende saber: qual a influência que o processo de avaliação externa, promovido pelo MEC, possui sobre as IES ponderando que o processo é realizado há dez anos e tem sido pouco considerado enquanto norteador da qualidade da educação superior do Brasil. O presente trabalho tem como objetivo analisar as implicações, influências e contribuições da avaliação externa sobre as IES. Para isso, foi realizado um estudo em duas IES do estado do Paraná, sendo uma faculdade particular e uma universidade pública. Constatou-se que o processo possui grande influência e impacto nas IES e que o Estado exerce função reguladora em um sistema com pouco espaço para o diálogo e a participação da comunidade acadêmica no desenvolvimento de políticas públicas para o ensino superior brasileiro.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-08-22T23:56:24Z No. of bitstreams: 1 DISSERTACAO_Jean Marcio_2016.pdf: 5219207 bytes, checksum: 659d3eec07e0939a8b53f82cff9423bf (MD5) / Made available in DSpace on 2016-08-22T23:56:24Z (GMT). No. of bitstreams: 1 DISSERTACAO_Jean Marcio_2016.pdf: 5219207 bytes, checksum: 659d3eec07e0939a8b53f82cff9423bf (MD5) Previous issue date: 2016-02-26 / The present work, an ethnographic study case, accomplished at col?gio Estadual Nossa Senhora das Gra?as (Censg), in the city of Araci, state of Bahia, presents the obtained results of a research which aimed to point out the factors that contributed to the dissertative-argumentative texts, produced by students of the above mentioned school, were classified in the intermediate level, by the external evaluation program, named AvalieEnsinoM?dio, applied by the State Secretariat of Education. This research was guided by the following research question: the students of Censg do not write dissertative-argumentatives texts accordingly because they do not have the needed writing basic skills or they do not do it just in the context of Avalie? This work had as reference the evaluation applied in this school in 2013, when the students were asked to write a text in the dissertative-argumentative tipology, the results of which pointed to the level III, among five possible writing levels. The theoretical basis of this researchwas the Textual Linguistic theories and the most recent studies about the external evaluation in Brazilian educational milieu. Aimed to search answers to the questioning presented above, they were covered by the following metodological approaches: analysis of documents produced byAvalie; observation of teaching materials produced by teachers and students; application of questionnaires to teachers and students; interview with members of the management team. First, it was made a literature searchto define the concept of text and textuality factors adopted by the program. Then, the students? performances were analyzed at Avalie and Enem, comparing the results of students who participated in both surveys. Also, teachers of class diary and students' report cards, grades were observedin order to understand if, theoretically, the students were prepared to produce the type of text required. Later on, some teachers and pupils, in a sample form, answered questionnaires about AvalieEnsinoM?dio, with the goal of hecking how the students faced the evaluation, mostly, if the level of motivation that had to write in the context of the a external evaluation. Besides, the questionnaires presented questions relating to the text practices at school, the pedagogical structure of the schools and in the possible impacts brought by the application of Avalie in school, among other points. The results have pointed for disabled students when it comes to text production, once it was realized that their performance was similar in both the Avalie and Enem, besides presenting notes in the discipline of Composition that fall on the same level of writing. Analysis of the questionnaires showed that the Avalie was taken seriously by most students, having, however, school failures in the use of program results to map actions to improve the quality of education in the research school. / O presente trabalho, um estudo de caso do tipo etnogr?fico, realizado no Col?gio Estadual Nossa Senhora das Gra?as (Censg), no munic?pio de Araci, Estado da Bahia, apresenta os resultados obtidos deuma pesquisa que teve como objetivo apontar os fatores que contribu?ram para que os textos dissertativo-argumentativos, produzidos por alunos da escola supracitada, fossem classificados no n?vel intermedi?rio, pelo programa de avalia??o externa, denominado Avalie Ensino M?dio, aplicado pela Secretaria da Educa??o do Estado da Bahia. Esta pesquisa guiou-se pela seguinte quest?o-problema: os estudantes do Censg n?o escrevem textos dissertativo-argumentativos adequadamente porque n?o possuem as compet?ncias escritoras necess?rias ou n?o o fizeram apenas no contexto do Avalie? Este trabalho teve como refer?ncia a avalia??o aplicada nesse col?gio no ano de 2013, quando os estudantes foram solicitados a escreverem um texto na tipologia dissertativo-argumentativa, cujos resultados apontaram para o n?vel III, dentre cinco n?veis de escrita poss?veis. O aporte te?rico dessa pesquisa foi a Lingu?stica Textual, tendo como eixo norteador as teorias de texto, especificamente, a concep??osociointeracionista de texto, defendida por estudiosos como Marcuschi, Koch, Antunes, dentre outros, e os mais recentes estudos sobre as avalia??es externas na ?rea educacional, no Brasil, levantados por nomes como Z?quia, Gatti, Horta Neto etc. Com o intuito de buscar respostas para o questionamento acima apresentado, foram percorridos os seguintes caminhos metodol?gicos: an?lise de documentos do Avalie; observa??o de materiais escolares produzidos pelos professores e alunos; aplica??o de question?rios aos professores e alunos; entrevista com membros da equipe gestora. Primeiramente, foi feita pesquisa bibliogr?fica para se definir o conceito de texto e os fatores de textualidade adotados pelo programa. Em seguida, foram analisados os desempenhos dos alunos no Avalie e no Enem, comparando-se os resultados nos dois exames. Tamb?m foram observados os di?rios de classe de professores e os boletins de notas dos alunos, no intuito de se perceber se, teoricamente, os alunos estavam preparados para produzir o tipo de texto solicitado. Depois, de forma amostral, aplicou-se question?rios sobre o Avalie Ensino M?dio enquanto evento, com objetivo de verificar como os estudantes encararam a avalia??o e, principalmente, o n?vel de motiva??o que tiveram para escreverem no contexto de uma avalia??o externa. Os question?rios tamb?m apresentaram quest?es relativas ?s pr?ticas de textos na escola, a estrutura pedag?gica da unidade escolar e os poss?veis impactos trazidos pela aplica??o do Avalie na escola, dentre outros pontos. Os resultados apontaram para uma defici?ncia dos estudantes no que tange ? produ??o textual, uma vez que se percebeu que o desempenho deles foi similar tanto no Avalie quanto no Enem, ou seja, no n?vel intermedi?rio. Al?m disso, as notas dos alunos na disciplina Reda??o, no ano letivo 2015 tamb?m se enquadrou no mesmo n?vel de escrita. A an?lise dos question?rios revelou que o Avalie foi levado a s?rio pela maioria dos alunos, havendo, no entanto, falhas da escola na utiliza??o dos resultados do programa para tra?ar a??es voltadas para a melhoria da qualidade do ensino na escola pesquisada.

Made available in DSpace on 2016-04-04T18:32:57Z (GMT). No. of bitstreams: 1 RAILMA APARECIDA CARDOSO MARINHO.pdf: 822801 bytes, checksum: fd9cb5aaf8d85ff82c484c0ad360d2fb (MD5) Previous issue date: 2010-02-25 / This research is based on the litterature about evaluational public policies, teaching quality and external evaluation; it aimed at the identification on how the efetivation of public policirs related to external evaluation is understood by educational professionals at some schools in the microregion of Janu?ria MG, Brazil. Situated on north of Minas Gerais state, The city of Janu?ria is a pole of a Teaching Regional Superintendence that embraces 19 municipalities presenting similar characteristics in reference to socioal, economical and educational inequalities. This area shows the worst educational performances noted by external evaluations since 1992. Since 2003 new public policies have been implemented in education.In 2007/2008, external evaluation accomplished by yhe Alphabetizing Evaluational Program PROALFA revealed that the performance of students at this region of Janu?ria presented a significatively better situation,, although not in homogeneous ways for all schools ( introducing fundamental considerations and questions: why schools with similar "features" related to localization, geographical space, number of students and teachers do present different results in external evaluations? Which effects this external evaluation has brought to daily scholarship? How the professionals of these schools understand and consider the implementation of this kind of evaluation at the area of Janu?ria?This study developed on a qualitative approach; for collecting data documental reseach and interviews with 21 professionals of Education were utilized. As a result, it was verified that educative professionals put into evidence some external evaluative implications in pedagogical work such as: a tense, exigent and distressing process, as well as bringing illness to the professionals as a function of the pressure for best performance; orientation to the contemporary pedagogical practice in front of the results; resistence to the implementation of public policies related to external evaluation; this kind of evaluation may help the pedagogical intervenience, but presents some problems linked to operationalization process. As some results, it was verified that the professionals have partial and fragmentary perspectives, and cannot yet put into systematic views the complexity and limitations of external evaluations and its implications in educational practices. / A presente pesquisa fundamenta-se na literatura sobre pol?ticas p?blicas de avalia??o, qualidade de ensino e avalia??o externa e teve por objetivo identificar como a implementa??o de pol?ticas p?blicas relacionadas ? avalia??o externa ? compreendida por profissionais da educa??o de algumas escolas da microrregi?o de Janu?ria-MG. Localizada ao Norte de Minas Gerais, Janu?ria ? p?lo de uma Superintend?ncia Regional de Ensino que abrange 19 munic?pios com caracter?sticas semelhantes no que se refere ?s desigualdades s?cio-econ?micas e educacionais. Essa regi?o vem apresentando os piores desempenhos educacionais diagnosticados pelas avalia??es externas, desde 1992. A partir de 2003, foram implementadas novas pol?ticas p?blicas na educa??o. Em 2007/2008, a avalia??o externa realizada pelo Programa de Avalia??o da Alfabetiza??o - PROALFA - revelou que o desempenho dos alunos da regi?o de Janu?ria melhorou significativamente, embora n?o de modo regular para todas as escolas (introduzindo reflex?es fundantes: Por que escolas com caracter?sticas semelhantes com rela??o ? localiza??o, espa?o, n?mero de alunos e professores apresentam resultados diferentes nas avalia??es externas? Que efeitos esta avalia??o externa tem produzido no cotidiano escolar? Como os profissionais da educa??o destas escolas compreendem e avaliam a implementa??o de pol?ticas p?blicas na microrregi?o de Janu?ria?) Esta investiga??o baseou-se numa abordagem qualitativa; para coleta de dados, foram utilizadas a pesquisa com base documental e entrevistas com 21 profissionais da educa??o. Como resultado, verificou-se que os profissionais da educa??o evidenciam implica??es das avalia??es externas no trabalho pedag?gico como: processo tenso, exigente e angustiante; processo de adoecimento dos profissionais em fun??o da press?o por melhoria de desempenho; direcionamento da atual pr?tica pedag?gica em fun??o dos resultados; resist?ncias ? implementa??o de pol?ticas p?blicas relacionada ? avalia??o externa; ajudam na interven??o pedag?gica, por?m apresentam problemas quanto a sua operacionaliza??o. Verificou-se, ainda, que os profissionais t?m vis?es parciais, fragmentadas, n?o conseguindo sistematizar a complexidade e os limites das avalia??es externas e suas repercuss?es na pr?tica educativa.

Submitted by William Justo Figueiro (williamjf) on 2015-07-15T20:35:41Z No. of bitstreams: 1 15c.pdf: 1037006 bytes, checksum: ad10c33d46e8ea5b095828c5a5383bb4 (MD5) / Made available in DSpace on 2015-07-15T20:35:41Z (GMT). No. of bitstreams: 1 15c.pdf: 1037006 bytes, checksum: ad10c33d46e8ea5b095828c5a5383bb4 (MD5) Previous issue date: 2011 / Nenhuma / Este é um estudo acerca da trajetória de institucionalização do Sistema de Avaliação do Estado do Rio Grande do Sul, como política pública de avaliação educacional. Descreve desde as suas primeiras edições em 1996 a 1998, como um Sistema de Avaliação das Escolas Públicas do Estado e, a partir de 2005, já como o Sistema de Avaliação do Rendimento Escolar do Estado do Rio Grande do Sul - SAERS até as edições de 2007 a 2009. Está organizado por período de governo em que ocorreram, dos então governadores Antonio Britto Filho – três primeiras edições (1996/1997/1998), Germano Rigotto uma única avaliação, como projeto piloto vinculado a um Contrato de Gestão (2005) e Yeda Ronrato Crusius (2007/2008/2009). A metodologia utilizada é de cunho qualitativo com coleta e análise de documentos legais normativos, informações veiculadas em jornal do Estado e entrevista semiestruturada. È um estudo que tem como foco central a preocupação em descrever a operacionalização, os objetivos e finalidade do Sistema de Avaliação Riograndense, a elaboração e composição das provas em cada ano de execução do processo, número de escolas e de alunos participantes, tendo como embasamento a investigação e análise de documentos normativos emitidos pelo governo, pelas da Secretaria de Educação do Estado e por empresas terceirizadas contratadas como prestadoras de serviço. Discute os resultados de cada edição divulgados em periódicos, site da Secretaria de Educação do Estado e em um jornal de grande circulação do Rio Grande do Sul. Concluindo, a cada mudança de governo, novas concepções e práticas políticas de avaliação educacional foram empregadas no Estado do Rio Grande do Sul, com o intuito de verificar o rendimento dos estudantes. O que implica em depositar no Sistema de Avaliação a condição de diagnóstico da qualidade do ensino público estadual com o objetivo de promover alternativas que venham a melhorar a realidade educacional do Estado do Rio Grande do Sul. / This is a study about the history of the institutionalization of the Evaluation System of the State of Rio Grande do Sul as a public policy for the educational evaluation. It describes the first editions, from 1996 to 1998, as an Evaluation System of the Public Schools of the State, and after 2005, when it was already the Evaluation System of the Educational Performance of the State of Rio Grande do Sul (SAERS) up to the issues from 2007 to 2009. This study is organized by the government period in which these evaluation processes occurred: the government of Antonio Britto Filho - the first three editions (1996/1997/1998), the government of Germano Rigotto, in which a single evaluation was conducted as a pilot project linked to a Management Contract (2005) and the government of Yeda Crusius Ronrato (2007/2008/2009). The methodology applied is qualitative, comprehending the collection and analysis of normative legal documents, the analysis of the information published in newspapers of the state and the semi-structured interview. The focus of this study is the description of the operation, the goals and the purpose of the educational evaluation system of Rio Grande do Sul, including the development and content of the tests applied in each edition of the evaluation process, the number of schools and students that were evaluated, based on the research and analysis of normative documents emitted by the government, by the State Board of Education and by outsourced companies that were hired as service providers. In this study, the results of each issue of the evaluation process that were published in the newspapers, in the web site of the Department of Education of the State and in a major newspaper of Rio Grande do Sul are discussed. The conclusion is that, in every governmental change, new concepts and practices related to the educational policies of evaluation were applied in Rio Grande do Sul, in order to check the performance of the students. The results show that the Evaluation System can be considered as a diagnostic of the quality of the public education in the state, whose goal is to promote alternatives to improve the educational reality of Rio Grande do Sul.

A literatura educacional aponta a intensificação do uso de avaliações externas nos últimos 25 anos no Brasil, tanto em iniciativas do governo federal quanto por redes estaduais e municipais, o que leva ao questionamento quanto às influências que elas possam ter sobre o currículo, particularmente no sentido do seu estreitamento. Em diálogo com esses questionamentos, a pesquisa que originou esta Dissertação buscou responder pergunta: Quais foram as interfaces, imbricações e tensões entre as políticas de avaliação e de currículo na Rede Municipal de Ensino de São Paulo (RME-SP) entre 2005 e 2012? Para tanto, do ponto de vista teórico, revisou a literatura que trata do tema e do ponto de vista da política educacional, investigou o caso da RME-SP. Essa rede foi escolhida em função de suas grandes dimensões é a maior rede municipal do país e por, no período, apresentar uma política própria de avaliação, que teve como principal instrumento a Prova São Paulo, aliada a uma política de reorganização curricular. Para responder à pergunta, adotou-se como metodologia a análise de conteúdo, por meio da investigação da documentação oficial produzida pela Secretaria Municipal de Educação. Os resultados das análises não indicaram o estreitamento do currículo em função da Prova São Paulo, do ponto de vista da elaboração oficial. Por outro lado, evidenciou-se significativa interface entre as avaliações externas de um modo geral e o currículo, na medida em que ele foi orientado para a promoção das competências leitora, escritora e de resolução de problemas em função de desempenhos considerados insuficientes quanto a esses aspectos em testes padronizados. / The literature of education indicates that, in the last 25 years, the use of external evaluations has grown up in all Brazilian government levels: federal, state and municipal. This increase drove the literature to explore the relationship between evaluations and curriculums, particularly if the evaluations have narrowed the curriculums. Aligned with these relations, the research that originated this Dissertation aimed to answer the question: What were the interfaces, overlaps and tensions between assessment policies and curriculum in the Department of Education of the city of Sao Paulo (RME-SP) between 2005 and 2012? In order to do that, the thesis reviewed the theory related to the evaluation and curriculum literature. In addition, from the educational policy perspective, it investigated the case of the RME-SP. This Department of Education was chosen since it is the biggest municipality department and because it implemented own external evaluations, for instance, the so-called Prova Sao Paulo (Sao Paulo Test), at the same time it changed the curriculum policy. The official documents were investigated to answer the research question, and the content analysis was used as the approach to do this. The results of the analysis did not indicate the Prova Sao Paulo, according to the official documents, narrowed the curriculum. On the other hand, it found a significant relation between curriculum and the evaluation. Since the curriculum emphasize reading, writing and solve problems skills to dealing with the poor performance of students showed by evaluations.

The purpose of this study was to explore the perceptions of secondary school teachers in the Hardap Region Namibia. More specifically, the study explored teachers’ perceptions on how the National External School Evaluation (NESE) impacted teaching and learning in their classrooms. The study employed a qualitative design, using an in-depth face-to-face individual and focus group interviews instruments. Data were collected from twenty two (22) secondary school teachers who were randomly selected from the four (4) evaluated secondary schools in the Region. Thematic interpretive data analysis technique was used to analyse data by inducing themes as they emerge from the data. The findings revealed that Hardap Region secondary school teachers perceived NESE’ as “somewhat valuable”, with some positive and negative impacts on teaching and learning. Secondary school teachers also made some suggestions on how NESE can be improved to impact more positively on teaching and learning in their classroom. / Educational Leadership and Management / M. Ed. (Education Management)