Control of teaching activity and conciliatory effort: the external evaluation policy interpreted in a school of the Rio de Janeiro
DOI:
https://doi.org/10.5902/2318133831807Abstract
The article deals with influences of external evaluation in school practice. Qualitative methodological procedures were adopted in order to articulate field research with documentary analysis, based on the analytical theoretical framework known as the "policy cycle". The classroom that housed the research suffered external interferences coming not only from the tests, but also from the pedagogical books and collections of those responsible for the students. These interferences appeared in different ways, so that they became, at times, according to the teacher's interest, in other situations, they clearly modify the way in which she would wish to occupy school time, and, in most cases, the two at the same time, which required a conciliatory effort.
Key-words: external evaluation; school practice; educational politics.
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