Política de Avaliação e Projetos de Correção de Fluxo na Rede do Município do Rio de Janeiro

Abstract

This dissertation presents the results of a research carried out with teachers working in flow correction classes of Elementary School II, in two Regional Education Coordinations (CRE) in the city of Rio de Janeiro. Its main objectives are to identify and analyze the interface between the evaluation policies of the Municipal Network of Rio de Janeiro – SME-RJ and the flow correction projects as a measure of these policies. Still as a focus, it was intended to analyze the active interpretations that occur in school institutions that offer these projects, highlighting how professionals in action translate and relate political texts with practice. We sought to answer the following questions: (a) What are the objectives and justifications for the development of flow correction projects in the Network? What demands do they arise from? (b) What relationships are established between the flow correction projects and the SME-RJ assessment practices and policies, in the 4th and 5th CRE(s)? (c) How and to what extent do these practices and policies ratify the culture of failure in these CRE(s)? As for the methodological choice, the macro-micro research approach is adopted. Two distinct movements were performed. The first was covered from a documentary survey. This survey gave rise to a mapping of flow correction projects and was organized into three axes, by categories. The initial results indicate that these categories used constitute the guiding aspects of the projects. The second movement of the research took place from the application of semi-structured questionnaires to the regent teachers (generalists) of the flow correction projects related to Elementary School II, following the theoretical-methodological approach brought by Babbie (2005). The analysis of the results was carried out from the theorization of Ball, Maguire e Braun (2016). The results of this step show that there is an interface between assessment and flow correction policies when considering the naturalization of failure, where the centralization of assessment processes defines other educational policies, such as curriculum policies and the policies aimed at the school flow. It is possible to state that the objectives to which the projects have served have been achieved, such as accelerating the completion of the teaching stage and serving as a strategy to divert students who could present poor performance in large-scale assessments. Adding to the fact that students continue to be held responsible for their own failure in their trajectories and that the adoption of a discursive construction of a "good student" based on hegemonic logic is present, disregarding the composition of classes with characteristics established from a history of failure: the personification of failure.