Resumo

SABIA, Cláudia Pereira de Pádua  e  SANTOS, Uillians Eduardo dos. Historical path of Saresp and the pedagogic work implications in the classroom. Est. Aval. Educ. [online]. 2015, vol.26, n.62, pp.354-385. ISSN 0103-6831.  https://doi.org/10.18222/eae266203006.

This study aims to identify the implementation path of the Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo [School Performance Evaluation System of the State of São Paulo] (Saresp) and to analyze the possible repercussions to guide the organization of the pedagogic work. The methodology used was bibliographical and documentary research. As a result, we have identified the following implications and consequences for educational work in the classroom: use of Saresp as a criterion for approval (or not) at the end of school year; use as a model for the development of new evidence; completion of student training by teachers to carry out the evaluation; external evaluation being used as learning evaluation; guidance and control of the teaching profession; grade commercialization; strict focus on curriculum components; prescribed curriculum; regulation of the teaching profession and limitation of teacher autonomy in the classroom.

Palavras-chave : External Evaluation; Large-scale Evaluation; Saresp; Didatic Work.

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