Tensions of SAEB and IDEB for quality education as a social right
The assessment of basic education in Brazil has an already consolidated historical trajectory, which has always emphasized the articulation within the search for quality improvement by the state. This article aims to highlight the national external-assessment policies, analyzing the National Assessm...
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oai:periodicos.ufrn.br:article-209502021-03-31T16:59:58Z Tensions of SAEB and IDEB for quality education as a social right Tensiones de SAEB e IDEB para la educación de calidad como derecho Tensões do SAEB e do IDEB para a educação de qualidade como direito Ribeiro de Mello, Liliane Helena Bertagna, Regiane Avaliação educacional. SAEB. IDEB. Qualidade educacional. Educational assessment. SAEB. IDEB. Educational quality. Evaluación educativa. SAEB. IDEB. Calidad educativa. The assessment of basic education in Brazil has an already consolidated historical trajectory, which has always emphasized the articulation within the search for quality improvement by the state. This article aims to highlight the national external-assessment policies, analyzing the National Assessment System for Basic Education (SAEB) and the Basic Education Development Index (IDEB), to trigger the conception of educational quality underlying these policies and problematize guaranteeing the right to quality public education. A qualitative research was carried out based on a documentary analysis of the ordinances and reports of the Ministry of Education (MEC) and the National Institute of Educational Studies and Research Anísio Teixeira (INEP), in dialogue with a theoretical framework. We present the national external-assessment policies, analyze the conceptions of quality defending the principle of human formation and point out the problematization of the evaluation policies to guarantee the right to quality public education. La evaluación de la educación básica en Brasil tiene una trayectoria histórica ya consolidada, que siempre ha marcado la articulación con la búsqueda del poder público para mejorar la calidad. Este artículo tiene como objetivo destacar las políticas nacionales de evaluación externa, analizando el Sistema Nacional de Evaluación de la Educación Básica (SAEB) y el Índice de Desarrollo de la Educación Básica (IDEB), para desencadenar la concepción de la calidad educativa subyacente a estas políticas y problematizar la garantía del derecho a la educación pública de calidad. Se realizó una investigación cualitativa basada en un levantamiento y análisis documental de las ordenanzas e informes del Ministerio de Educación (MEC) y del Instituto Nacional de Estudios e Investigación Educativa Anísio Teixeira (INEP), en diálogo con un marco teórico. Presentamos las políticas nacionales de evaluación externa, analizamos las concepciones de calidad defendiendo el principio de la formación humana y señalamos la problematización de las políticas de evaluación para garantizar el derecho a la educación pública de calidad. A avaliação da educação básica no Brasil tem uma trajetória histórica já consolidada, a qual sempre se pontuou a articulação com a busca do poder público pela melhoria da qualidade. Este artigo tem por objetivo destacar as políticas de avaliação externa nacional, analisando o Sistema de Avaliação Nacional da Educação Básica (SAEB) e o Índice de Desenvolvimento da Educação Básica (IDEB), para deflagrar a concepção de qualidade educacional subjacente a estas políticas e problematizar a garantia do direito à educação pública de qualidade. Foi realizada uma pesquisa qualitativa a partir de levantamento e análise documental das portarias e relatórios do Ministério da Educação (MEC) e do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), em diálogo com referencial teórico. Apresentamos as políticas de avaliação externa nacional, analisamos as concepções de qualidade defendendo o princípio da formação humana e apontamos a problematização das políticas de avaliação para garantia do direito à educação pública de qualidade. Portal de Periódicos Eletrônicos da UFRN 2020-10-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/20950 Revista Educação em Questão; v. 58 n. 58 (2020): out./dez. 2020 1981-1802 0102-7735 10.21680/1981-1802.2020v58n58 por https://periodicos.ufrn.br/educacaoemquestao/article/view/20950/13367 |
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Periódicos UFRN |
collection |
Portal de Pediódicos Eletrônicos da UFRN |
language |
por |
format |
Online |
author |
Ribeiro de Mello, Liliane Helena Bertagna, Regiane |
spellingShingle |
Ribeiro de Mello, Liliane Helena Bertagna, Regiane Tensions of SAEB and IDEB for quality education as a social right |
author_facet |
Ribeiro de Mello, Liliane Helena Bertagna, Regiane |
author_sort |
Ribeiro de Mello, Liliane |
title |
Tensions of SAEB and IDEB for quality education as a social right |
title_short |
Tensions of SAEB and IDEB for quality education as a social right |
title_full |
Tensions of SAEB and IDEB for quality education as a social right |
title_fullStr |
Tensions of SAEB and IDEB for quality education as a social right |
title_full_unstemmed |
Tensions of SAEB and IDEB for quality education as a social right |
title_sort |
tensions of saeb and ideb for quality education as a social right |
description |
The assessment of basic education in Brazil has an already consolidated historical trajectory, which has always emphasized the articulation within the search for quality improvement by the state. This article aims to highlight the national external-assessment policies, analyzing the National Assessment System for Basic Education (SAEB) and the Basic Education Development Index (IDEB), to trigger the conception of educational quality underlying these policies and problematize guaranteeing the right to quality public education. A qualitative research was carried out based on a documentary analysis of the ordinances and reports of the Ministry of Education (MEC) and the National Institute of Educational Studies and Research Anísio Teixeira (INEP), in dialogue with a theoretical framework. We present the national external-assessment policies, analyze the conceptions of quality defending the principle of human formation and point out the problematization of the evaluation policies to guarantee the right to quality public education. |
publisher |
Portal de Periódicos Eletrônicos da UFRN |
publishDate |
2020 |
url |
https://periodicos.ufrn.br/educacaoemquestao/article/view/20950 |
work_keys_str_mv |
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