AS CONCEPÇÕES DE QUALIDADE NA PRODUÇÃO ACADÊMICA NACIONAL SOBRE O IDEB NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: estado do conhecimento em teses e dissertações

Abstract

This study, linked to the research line "Teacher Education and Public Policies" of the Graduate Program in Education at the Federal University of Mato Grosso do Sul, aims to understand what academic productions in the field of education about IDEB, within the internal context of elementary schools in the early years, conceive as education and quality. The specific objectives were: to identify theses and dissertations that investigate IDEB/SAEB in connection with school practices in the early years of elementary education; to verify the demands of educational policies related to IDEB on the pedagogical team; and to examine the concepts of quality and education assumed by national academic productions on IDEB in these contexts. The adopted methodology was a literature review of the "state of knowledge" type, focusing exclusively on theses and dissertations. The analysis corpus consisted of 39 studies selected based on thematic relevance and time frame. The results show that most studies analyze the impact of large-scale assessments on pedagogical practices, highlighting the tension between external indicator requirements and formative educational objectives. It was observed that the appropriation of IDEB results by school teams is often limited, and that the targets established by public policies tend to cause a standardization of teaching, undermining teacher autonomy and the collective construction of the school’s political-pedagogical project. On the other hand, some experiences reveal the possibility of a critical use of these data for reflection on the educational process. The notions of quality present in the analyzed works oscillate between instrumental and emancipatory perspectives, revealing disputes over the meaning of a quality education. It is concluded that it is necessary to rethink the use of indicators such as IDEB, expanding their diagnostic function and articulating them with contextualized, participatory pedagogical practices committed to the comprehensive education of students. The study reinforces the importance of understanding the limits and possibilities of large-scale assessments and valuing the plurality of pedagogical voices involved in school routines, especially in the early years, where much of the foundation of learning is built. Keywords: state of knowledge; IDEB; early years of elementary education.