<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000501367</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201508144607</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliações em larga escala: uma sistematização do debate]]></article-title>
<article-title xml:lang="en"><![CDATA[Large-scale assessment: debate systematization]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bauer]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alavarse]]></surname>
<given-names><![CDATA[Ocimar Munhoz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Romualdo Portela de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,dri.bauer@usp.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,ocimar@usp.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,romualdo@usp.br.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>spe</numero>
<fpage>1367</fpage>
<lpage>1384</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000501367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000501367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000501367&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoAs reformas educativas implantadas nas &#250;ltimas d&#233;cadas caracterizam-se, entre outros tra&#231;os, pela utiliza&#231;&#227;o de avalia&#231;&#245;es em larga escala como instrumento de gest&#227;o de redes de ensino e de responsabiliza&#231;&#227;o de profissionais da educa&#231;&#227;o. Isso tem ocorrido de modo peculiar em cada pa&#237;s e, no Brasil, observa-se a difus&#227;o dessas avalia&#231;&#245;es, por meio de provas padronizadas. Tais avalia&#231;&#245;es geram na comunidade acad&#234;mica e educacional um debate no qual h&#225; posi&#231;&#245;es que v&#227;o da contraposi&#231;&#227;o extremada ao reconhecimento da contribui&#231;&#227;o das avalia&#231;&#245;es em larga escala e das medidas educacionais como norteadoras de pol&#237;ticas e programas educacionais, incluindo as restri&#231;&#245;es ao uso que vem sendo feito de seus resultados. Diante dos argumentos favor&#225;veis e contr&#225;rios, incluindo as dimens&#245;es t&#233;cnicas e pol&#237;ticas, neste trabalho, apresenta-se uma reflex&#227;o que reconhece a utilidade dessas avalia&#231;&#245;es, ainda que questionando alguns de seus usos para a gest&#227;o como crit&#233;rio, por exemplo, para a aloca&#231;&#227;o de recursos nas escolas com melhores resultados, a defini&#231;&#227;o de b&#244;nus para professores, o estabelecimento de rankings estimulando a competi&#231;&#227;o entre escolas e redes de ensino, e seu entendimento como indicador &#250;nico e principal de qualidade de ensino. Assim, o objetivo deste artigo &#233; discutir as principais cr&#237;ticas e pondera&#231;&#245;es &#224;s avalia&#231;&#245;es em larga escala presentes na literatura nacional e internacional e sistematizar o debate em torno de suas potencialidades. Para tanto, dois aspectos recorrentes na literatura foram destacados, o papel e a validade das avalia&#231;&#245;es em larga escala nas reformas educacionais e o uso de seus resultados para a gest&#227;o de sistemas e escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractEducational reforms in recent decades have been characterized, among other features, by the use of large-scale assessments as a management tool of school systems and of educator accountability. This phenomenum has occurred differently in each country. In Brazil there has been widespread use such assessments with standardized tests, which generates in the academic and educational community not consensus but a debate in which there are different positions, ranging from the extreme opposition to the recognition of the contribution of large-scale assessments and educational measures to guide educational policies and programs, including restrictions on the use made of their results. Considering positive and negative arguments, including technical and political dimensions, this article, on the one hand, presents a reflection that recognizes the usefulness of these evaluations, and, on the other, questions some of its uses for educational management, for example, allocating resources in schools with best results, setting bonuses for teachers, establishing rankings which stimulate competition between schools and school systems, and understanding test results as a unique and primary indicator of education quality. The objective of this article is to discuss the main pros and cons to large-scale assessments in the national and international literature and systematize the debate on their potential. For this, it focuses on two recurrent themes in literature: the role and validity of large-scale assessments in the education reforms and the use of their results for the management of educational systems and schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação em larga escala]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação externa]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="en"><![CDATA[Large-scale assessment]]></kwd>
<kwd lng="en"><![CDATA[External evaluation]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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