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Abstract(s)
A motivação do tema escolhido deu- se por conta da necessidade de aprofundar o estudo sobre
os aspectos que permeiam promoção da educação de qualidade na rede confessional católica
em Brasília por meio dos instrumentos avaliativos utilizados. Tendo em consideração o
problema da pesquisa, que se trata de: “Como a avaliação para as competências poderá
contribuir de forma significativa com a gestão educacional à promoção da educação de
qualidade nas escolas confessionais católicas em Brasília? ”. Os objetivos são os seguintes:
Identificar uma forma efetiva de desenvolvimento das competências acadêmicas aferidas nas
avaliações institucionais em busca de uma educação de qualidade; Investigar as condições de
oferta de uma educação de qualidade presentes nas escolas confessionais de Brasília que
obtiveram os mais elevados resultados do IDEB (Índice de Desenvolvimento da Educação
Básica), considerando as dimensões constitutivas qualitativas da educação; Analisar as políticas
de avaliação externa da educação básica instituídas pelo Governo Federal, a partir da década de
1990, vinculando-as aos processos de desenvolvimento das competências acadêmicas;
Examinar os conceitos de qualidade da educação que vêm marcando o debate e as políticas
educacionais no país, a partir dos anos de 1990; Demonstrar como os resultados das avaliações
em larga escala tem uma influência significativa para a construção de indicadores de
aprendizagem; Relacionar as competências aos resultados de aprendizagem como indicadores
de qualidade. Visando a responder a problemática imposta pelo estudo, é proposta a seguinte
hipótese de trabalho: o IDEB é insuficiente para mensurar a qualidade da educação básica no
Brasil, tomando-se como referência a concepção de qualidade adotada.
The motivation for the chosen theme was due to the need to deepen the study on the aspects that permeate the promotion of quality education in the Catholic confessional network in Brasília through the evaluation instruments used. Considering the research problem, which is: “How can the assessment of competences contribute significantly to educational management to the promotion of quality education in Catholic denominational schools in Brasília?”. The objectives are as follows: To identify an effective way of developing the academic skills measured in institutional assessments in search of quality education; To investigate the conditions for the provision of quality education present in the confessional schools of Brasília that obtained the highest results from IDEB (Basic Education Development Index), considering the qualitative constitutive dimensions of education; Analyse the policies of external evaluation of basic education instituted by the Federal Government, from the 1990s, linking them to the processes of development of academic competences; Examine the concepts of quality of education that have marked the debate and educational policies in the country since the 1990s; Demonstrate how the results of large-scale assessments have a significant influence on the construction of learning indicators; Relate skills to learning outcomes as indicators of quality. In order to answer the problem imposed by the study, the following working hypothesis is proposed: IDEB is insufficient to measure the quality of basic education in Brazil, taking as a reference the adopted quality concept.
The motivation for the chosen theme was due to the need to deepen the study on the aspects that permeate the promotion of quality education in the Catholic confessional network in Brasília through the evaluation instruments used. Considering the research problem, which is: “How can the assessment of competences contribute significantly to educational management to the promotion of quality education in Catholic denominational schools in Brasília?”. The objectives are as follows: To identify an effective way of developing the academic skills measured in institutional assessments in search of quality education; To investigate the conditions for the provision of quality education present in the confessional schools of Brasília that obtained the highest results from IDEB (Basic Education Development Index), considering the qualitative constitutive dimensions of education; Analyse the policies of external evaluation of basic education instituted by the Federal Government, from the 1990s, linking them to the processes of development of academic competences; Examine the concepts of quality of education that have marked the debate and educational policies in the country since the 1990s; Demonstrate how the results of large-scale assessments have a significant influence on the construction of learning indicators; Relate skills to learning outcomes as indicators of quality. In order to answer the problem imposed by the study, the following working hypothesis is proposed: IDEB is insufficient to measure the quality of basic education in Brazil, taking as a reference the adopted quality concept.
Description
Keywords
Qualidade Avaliação Competência Educação Indicadores Quality Evaluation Competence Education Indicators