Os gestores educacionais e a recepção dos sistemas externos de avaliação no cotidiano escolar

Abstract

This article discusses some of the challenges present in the incorporation of external assessments to school culture. We start from the observation that such assessments were conceived on the basis of a model of school that presupposes the homogenization of the distribution of school knowledge and, consequently, the possibility of assessing the final product of the process: the learning in collective terms. None of them has the pupil as its unit of analysis, since they all privilege the school and school systems in order to map out the processes of the distribution of knowledge. They are not, however, consensual in the educational field, and the critical approaches towards them indicate the reduction in teachers' autonomy and the construction of standardized teaching models as adverse results. The project that originated this article had as its objective to analyze the views of managers of basic education in Rio de Janeiro about such debate. To that end, in an ethnographic approach, we conducted deep interviews with six managers that work in the west side of the city. It was possible to observe that they read, interpreted, and reinterpreted the results obtained by their schools based on their views about their own work, about the institution, about the students and the educational policies. The criticisms of the interviewees followed a logic that puts in check the Republican model of school and its possibilities in Rio de Janeiro. In the text we demonstrate the construction of these narratives focusing on the convergences and divergences existing between the speeches of managers and discourses that configure the public debate related to external learning assessments.