IMPACTOS DO SAEB NO TRABALHO DOCENTE: ANÁLISE A PARTIR DA REALIDADE DE UMA ESCOLA PÚBLICA DE CORUMBÁ-MS

Abstract

This dissertation, linked to the line of research “Policies, educational practices and social exclusion/inclusion”, developed together with the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus, aimed to analyze why This way Saeb intertwines and influences teaching work in the state education network of Corumbá-MS. To this end, with reference to the specific objectives, we sought to understand the impacts of Saeb on the practice of Portuguese Language and Mathematics teachers; investigate the relationship between work and precarious teaching, taking into account the demands of external evaluations and understand the extent to which Saeb interferes in the definition of school educational purposes and the organization of school pedagogical work. To this end, this research is based on the perspective of dialectical historical materialism, with a qualitative and descriptive approach. With regard to data collection, the study analyzed the Action Plan provided by the State Department of Education/MS, in addition to conducting semi-structured interviews with the management team (director and pedagogical coordinator), three Portuguese language teachers, two Mathematics for the ninth years of elementary school, in addition to the Learning Recomposition teacher. Given the results, we consider Saeb to be an impactful factor in teaching work, demonstrating the challenges that teachers face in relation to the demands of the evaluating State. Furthermore, we verified that the demands imposed by SED/MS are effectively put into practice by school management and are understood as overseeing the educational process. The willingness of teachers to meet the demands required of the management team stands out, even in the face of work overload. We also observed that teaching is entirely directed towards Saeb preparation, resulting in precariousness, due to the pressure to achieve satisfactory results, intensification of work, loss of autonomy, accountability and devaluation of teachers. Another action verified was the preparation of teaching handouts carried out by teachers who make up the Coordination of the Learning Recomposition Project, with the aim of promoting the preparation of students for the Saeb. In addition, additional grades were awarded to students who attended the Saeb application days, aiming to achieve a minimum percentage of 80% participation. Therefore, given this Brazilian reality, it reflects the process of forming an external evaluation model and its many consequences that were verified in this study as significant impacts on teaching work. Furthermore, the research provided an understanding of the importance of developing studies on Saeb and the impacts of this external evaluation on teachers' work. Such studies can support the creation of new strategies within the scope of external evaluations, aiming to benefit the development and fulfillment of educational objectives and the continuous improvement of public policies