Abstract

PASSONE, Eric  and  ARAUJO, Karlane Holanda. Educational evaluation device of ceará: the (in)visibility of students with disabilities. Cad. Pesqui. [online]. 2020, vol.50, n.175, pp.136-160.  Epub Apr 29, 2020. ISSN 1980-5314.  https://doi.org/10.1590/198053146824.

This article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education [Sistema Permanente de Avaliação da Educação Básica do Ceará] (Spaece).

Keywords : SPECIAL EDUCATION; LARGE-SCALE EVALUATION; ACCOUNTABILITY; SCHOOL EXCLUSION.

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