SAEB and school routine in Manaus-AM

reflections on external assessments, teaching and learning from PIBID/UFAM

Abstract

Omnipresent in the current educational scenario around the world, large-scale assessments are the theme that we focus on in this article. It starts with the consolidation of the macrosystem for the evaluation of education in Brazil to address, more specifically, the Amazonian scenario. With the objective of promoting a correlation between large-scale assessments and teaching and learning processes in schools, the impacts of the National Basic Education Assessment System (SAEB) on the routine of the school subjects were analyzed – for this, a state school located in the East Zone of Manaus constituted the locus of analysis. When placing ourselves in the Political Sociology of Education, our methodological design included: a qualitative approach, accompanied by a case study, a participant observation and an experience report linked to the participation of undergraduate students in Pedagogy at the Federal University of Amazonas (UFAM) in the Institutional Program Initiation to Teaching Grants (PIBID). The study revealed the impacts of basic education evaluation policies on the school routine in the city of Manaus, highlighting the privileged place that rankings of results, indices and positions obtained started to occupy in the vocabulary and concerns of school subjects, as well as as for the exchange of teaching and learning relationships for training aimed exclusively at answering the tests provided for in external assessments.