Políticas de avaliação no Brasil: perspectivas de qualidade e autonomia impressas nas sistemáticas de avaliação da região Norte (2009-2019)

Abstract

This paper, entitled "Evaluation policies in Brazil: perspectives of quality and autonomy imprinted in the evaluation systems of the North Region (2009-2019)", addresses the theme of large-scale assessment policies aimed at primary education, in particular the Provinha Brasil and the ANA, based on a counter-hegemonic concept. When reflecting on assessment systems in the Brazilian and international educational context, we observe that, historically, large-scale assessments have influenced educational policies and the daily life of schools. In this historical scenario, for the present investigation, we organized the following research problem: do the assessment systems created in the North Region reveal autonomy in relation to the model adopted by Saeb? The idea is to problematize the performance of educational policy in evaluation from the specific, historical and economic circumstances of the North Region, refusing to simplify what should be considered in its full complexity. The objective of the research was to analyze to what extent the states of the North Region used their autonomy to create assessment systems based on their local diversity. The research is of a documentary type, in which we carried out a survey from the State Councils of Education, State Departments of Education and the Inep website to map the official documents referring to the evaluation systems in force in the states of the North Region. In addition, we analyze the documents that regulate the implementation of large-scale evaluations for primary education within the context of the evaluating State. The evaluation is increasingly established as an element of regulation and managerial and competitive administration of the evaluating State in Brazil, with over twenty years of history. The results show that the states of the North Region, even with their own evaluation systems, have relative autonomy in their curricular matrices, bearing in mind the national curriculum, according to the SAEB tests.