Resumo

MEDEIROS, Estéfani Barbosa de Oliveira  e  SUDBRACK, Edite Maria. The Development Index of Basic Education - IDEB: teacher representations about Autonomy. J. Pol. Educ-s [online]. 2022, vol.16, e87314.  Epub 30-Maio-2023. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v16i0.87314.

The Evaluation System of Basic Education (SAEB - Sistema de Avaliação da Educação Básica) is one of the large-scale assessments applied in the 5th and 9th year of Elementary School and 3rd year of High School. It evaluates students in Portuguese and Mathematics subjects. The SAEB grades and the pass, fail and dropout data from the School Census make up the Development Index of Basic Education (Índice de Desenvolvimento da Educação Básica - IDEB). This paper discusses the limits and possibilities of teacher’s autonomy vis-à-vis IDEB, the influences of multilateral organizations on IDEB and its interference from the perspective of the participants. A survey was carried out with teachers from schools in a city in the State of Rio Grande do Sul, in Brazil who have already participated in the SAEB and that teach in the 5th and 9th year of Elementary School in the subjects of Portuguese and Mathematics. Through the focus group we collected the data and analyzed them under the Discursive Textual Analysis. The participants understood that these organizations impose public policies on schools that end up contributing to educational inequalities. Regarding IDEB interference, they mention the curricular narrowing that does not contribute to a citizenship-oriented education. Regarding the limits of teaching autonomy, they understand that they have no possibility of autonomy in the construction of public policies, given its imposition. As for the possibilities of autonomy, they understand that they happen in the classroom through pedagogical practices.

Palavras-chave : Large-scale evaluation; IDEB; Teacher autonomy.

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