Resumo

DANTAS, Lys Maria Vinhaes. Desvios na implementação da política de avaliação da aprendizagem e sua associação com as condições de trabalho na escola. Est. Aval. Educ. [online]. 2007, vol.18, n.38, pp.41-84. ISSN 0103-6831.

This article presents the results of a study that utilized Lipsky’s concept of street-level bureaucracy (and the relation between their patterns of practice and work conditions) to analyze the implementation of a state-wide assessment program, from the perspective of 163 public schools situated in 11 municipalities in Bahia, during the 2002-2003 period. To do so, it first compared the official orientation produced by the policy formulators to the patterns of practice these schools reported, and then analyzed the differences between both of them, in order to investigate if the policy had been implemented as originally designed or if the implementation processes had resulted in a new policy. Then it examined the association between the reported patterns and the perception of work conditions. Only eight associations were considered moderate or strong among 48 possibilities, which raises the question as to other reasons why the bureaucrats establish their patterns of practice. Also, the results revealed that the reported practices related to the application of the tests did not change the assessment program’s original design, but the practices related to the planning, and utilization of the data revealed some difficulties and uses not initially planned by the policy formulators.

Palavras-chave : Educational System Assessment Program; Large-Scale Evaluation; Public Policy Implementation.

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