ABSTRACT
The main idea of this research was to investigate the daily evaluation and especially the
work developed by the school management. Its title: “The External Evaluation Policies in
School’s Everyday Activities: a look at the school management in Maciço de Baturité”. It
is inserted into several studies conducted by the Maciço de Baturité Education Centre -
OBEM / UECE / UNILAB. The main idea that motivated this research was to investigate
the effects of external evaluation policies in the daily school activities and especially the
work in school management. The work is characterized and related with the effects of a
strong education policy developed in Brazil, initially proposed by the main government,
with actions undertaken within the school. Its general objective is to understand the
effects of external evaluation policies in school management in the county of Maciço de
Baturité region in the state of Ceará. The Specific objectives: understanding the
emergency and importance of the external review policies in all the educational reforms in
Brazilian territory; identifies and discusses the perception of school managers on external
evaluation policies in schools, and to identify, understand and explain the work processes
adopted by the school management arising from existing external evaluation in school
policies. The work approach is qualitative. We used the writings of Vieira (2008), Paro
(1988), Koetz (2010) and Machado (2012) to reflect on the school management, and
Freitas (2009), Peroni (2009), Gatti (2009), of Dirce Freitas (2005) and Vianna (1988,
1989a, 1989b), as basic references to discuss the external evaluation policies. The
research was conducted in two educational public municipal schools in Baturité. A school
that showed high IDEB and another that showed low IDEB in the time period in 2009.
The level of education investigated was elementary school. The study subjects were
school administrators (principals and coordinators) and the data collection instrument was
a semi-structured interview. In addition, we sought to secondary and quantitative data
with IPECE, IBGE and INEP. The organization and analysis of the interviews revealed
consequences of the implementation of the external review policies in school’s everyday
activities and especially on the work of school management. It can be stated a general
feeling of acceptance, almost universal, on the presence of external evaluation policies in
the school environment. The interviewed school managers affirm that these proceedings
of external evaluations and IDEB were decisive to bring about positive changes in the
level of commitment of all segments participating in the school community. The school
managers recognize the support of all federal entities in implementing these policies. They
report adequate favorable proceeding of standardized tests which have improved student
achievement. They also claim about the intensification of the contact with the school
community and the support for the teacher’s work that took place as a result of the
implementation of these policies. In the end considered a positive implementation of these
policies in public schools. On the other hand, they recognized the high level of pressure
in the pursuit of meeting the established goals. They made it clear that the primary
evaluated subjects, through standardized tests, can cause limitations of knowledge by
students in the understanding and comprehension of other curriculum subjects not
evaluated, and the tensions caused between teachers from the grades being evaluated and
not evaluated. The study also showed that the poverty context in which the country is
subjected was not a decisive obstacle in the pursuit of improving the quality of teaching in
the public school in the regions studied.
Keywords: Educational policies. External evaluation. School management.
