Avaliação institucional como atributo da gestão democrática: escolas estaduais de Mafra-SC

Abstract

This study aims to analyze the institutional evaluation as an attribute of the democratic management compromised with the human formation, it has as the universe three state public schools located in Mafra Town - SC, with good performance of students in IDEB from 2007 to 2015. The objective was to answer the questions: What actions the school management has undertaken to raise the quality of education and human formation of students? Are the data of the external evaluations articulated to the internal evaluations of the school and these are analyzed and problematized, redefining the paths to be flown? How has the school organized, planned, and implemented school self-assessment? It has as specific objectives: To investigate the institutional assessment, in the context of the educational policies; Analyze the democratic management within the historical context of Brazilian education; to investigate the institutional evaluation as an attribute of the democratic management in elementary education in Public State Schools in Mafra - SC. It was chosen the dialectic method, in the conception of historical materialism, because they understand that the object of study "institutional evaluation" is immersed in a concrete material reality permeated by political determinants of education that need to be unveiled. For the understanding of the object of research, in the first chapter, based in Oliveira (2000, 2001, 2004), Shiroma (2004, 2011), Freitas (2004, 2006, 2007, 2009, 2017), Dias Sobrinho (1995, 2002, 2005, 2010), Frigotto (1993, 1998, 2001, 2003) to discuss the development of institutional assessment in the context of educational public policies in Brazil since the decade of 1990. It is based on Ferreira (2000, 2001, 2002, 2003, 2004, 2006, 2008, 2017), Dourado (1998, 2006, 2008, 2009, 2017), Paro (1996,1997,1999, 2000, 2003, 2007, 2009), Saviani (1991,1997, 2009, 2016), Cury (1989, 2005, 2012) for the historical contextualization of the foundations of democratic management in Brazilian education. The analysis of the legal bases of democratic management for fundamental education and training programs for the democratic management and institutional assessment at national level and in the state of Santa Catarina shows itself as factors of paramount importance to the improvement of the school manager, reflecting, consequently, in the actions of the collective school. School self-assessment is the is the (re)taking of the pedagogical organization work as a process, loaded with political intentionality, to the extent that the collective (re)scales its evaluative action committed to human formation. In this context, the democratic management of education became crucial in schools for the overcoming of bureaucratic structures, and is linked to the emancipation of historical subjects, being that the obtaining of knowledge presents itself as a decisive factor for the construction of citizenship. The results of the empirical research carried out with school administrators, teachers and teaching assistants, technicians have revealed that there is a recovery in relation to external assessments, especially in relation to the IDEB result; schools are building a culture of collective work, however, there is a need to improve it and make it permanent; in relation to the SAGE-SC, at the same time that is contributing to the realization of democratic management, it is also an instrument that controls the results of the evaluation of school management; schools are evolving as the understanding of what is in the dimension of institutional assessment that manifests the democratic management, allowing the school collective reflection on the educational practice, for making conscious decisions, considering the commitment to the human formation of students.