Abstract

GARCIA, Paulo Sérgio; BIZZO, Nelio  and  ROSA, Sanny Silva da. Assessment Policies and Professional Development of the Science Teacher. Educação. Santa Maria [online]. 2019, vol.44, e35387.  Epub Nov 11, 2020. ISSN 1984-6444.  https://doi.org/10.5902/1984644435387.

This study analyzes the perception of science teachers who work in the final years of elementary education (students from 11 to 14 years old) on their professional development, considering the national reforms in Education of the last decades, especially the implementation of the Large-Scale Assessments (LEAs). The grounded theory was used as a methodological approach to collect data with these professionals (N = 77), in the region of the great ABC Paulista, one of the richest in Brazil, located in the metropolitan region of the state of São Paulo. The data revealed that, after the implementation of the LEAs, the provision of teacher education became even more deregulated, affecting the professional development of science teachers. These policies have established a context of inequality of teacher education and professional possibilities within the municipalities, and the most aggravating, within the school itself. Departments and Directories of education and schools are offering greater opportunities, resources and time for teacher education in the areas of Portuguese and mathematics. This misalignment of teacher education began after the implementation of the national reforms. The results of this research can be used in the context of universities, in the courses of teacher and principals’ education and along to departments of education.

Keywords : Large-Scale Assessments; Science teachers; Professional development.

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