The brazilian state and the evaluation educational policies

dc.contributorUniversidade Federal de São Carlos (UFSCar)
dc.contributorEscola Publ Rede Municipal Ensino
dc.contributorUniversidade Estadual Paulista (Unesp)
dc.contributorUniversidade Estadual de Campinas (UNICAMP)
dc.contributorPrograma Posgrad Educ
dc.contributorDCHE
dc.date.accessioned2018-11-26T15:31:19Z
dc.date.available2018-11-26T15:31:19Z
dc.date.created2018-11-26T15:31:19Z
dc.date.issued2016-05-01
dc.identifierLaplage Em Revista. Sao Paulo: Univ Fed Sao Carlos, v. 2, n. 2, p. 111-128, 2016.
dc.identifier2446-6220
dc.identifierhttp://hdl.handle.net/11449/159103
dc.identifier10.24115/S2446-6220201622150p.111-128
dc.identifierWOS:000384251800012
dc.description.abstractThis article aims to historically analyze the trajectory of the evaluation system of the Basic Education on the 1980s until the ANA's (National Assessment of Alphabetization) implantation. It is verified that in Brazil there were three generations of evaluations; however, education suffers from the same problems of countries that have not invested in assessments. It is evident the external influence in the evaluation system through agreements between Brazilian and international institutions. It is found that there has been major investment in the evaluation system, but little or nothing changes in Brazilian education. The most direct result of this evaluation system was the accountability policy of education professionals for the poor performance of students.
dc.languagepor
dc.publisherUniv Fed Sao Carlos
dc.relationLaplage Em Revista
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectEvaluation system
dc.subjectEducation
dc.subjectAccountability policy
dc.titleThe brazilian state and the evaluation educational policies
dc.typeArtículos de revistas


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