Accountability and continuing teacher training: dissonances in offering an integral education
This article discusses the impact of educational accountability policies based on large-scale assessments on the continuing education of teachers and the quality of basic education in Brazil. The study aims to identify how the results of student performance in external assessments (Basic Education A...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Norte do Tocantins
2024-12-01
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| Series: | Revista Brasileira de Educação do Campo |
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| Online Access: | https://periodicos.ufnt.edu.br/index.php/campo/article/view/19366 |
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| author | Eduardo Guimarães Mielo Cláudia Pereira de Pádua Sabia |
| author_facet | Eduardo Guimarães Mielo Cláudia Pereira de Pádua Sabia |
| author_sort | Eduardo Guimarães Mielo |
| collection | DOAJ |
| description | This article discusses the impact of educational accountability policies based on large-scale assessments on the continuing education of teachers and the quality of basic education in Brazil. The study aims to identify how the results of student performance in external assessments (Basic Education Assessment System - Saeb and the Performance Assessment System of the State of São Paulo - Saresp) and their indicators are used to determine the distribution of resources from the "Programa de Ações Articuladas" (PAR) and verify the consequences on teacher training from the perspective of Integral Education. Although assessments are seen as tools to achieve quality in education, they end up focusing on meeting goals and indicators, to the detriment of continuous and full teacher and student training. The dissonances between educational policies and pedagogical practice are also highlighted, noting that the pressure to obtain good results in assessments can limit the autonomy of teachers in teacher training programs at state level. It is concluded that accountability policies, by prioritizing quantitative results, disregard the individual needs of students and the human and critical training necessary for a comprehensive and quality education. |
| format | Article |
| id | doaj-art-c46e9d4ab03242779916221a9190719f |
| institution | Kabale University |
| issn | 2525-4863 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Universidade Federal do Norte do Tocantins |
| record_format | Article |
| series | Revista Brasileira de Educação do Campo |
| spelling | doaj-art-c46e9d4ab03242779916221a9190719f2025-01-03T14:33:39ZengUniversidade Federal do Norte do TocantinsRevista Brasileira de Educação do Campo2525-48632024-12-01912410.70860/ufnt.rbec.19366Accountability and continuing teacher training: dissonances in offering an integral educationEduardo Guimarães Mielo0https://orcid.org/0000-0003-2305-3706Cláudia Pereira de Pádua Sabia1Universidade Estadual Paulista – UNESPUniversidade Estadual Paulista – UNESPThis article discusses the impact of educational accountability policies based on large-scale assessments on the continuing education of teachers and the quality of basic education in Brazil. The study aims to identify how the results of student performance in external assessments (Basic Education Assessment System - Saeb and the Performance Assessment System of the State of São Paulo - Saresp) and their indicators are used to determine the distribution of resources from the "Programa de Ações Articuladas" (PAR) and verify the consequences on teacher training from the perspective of Integral Education. Although assessments are seen as tools to achieve quality in education, they end up focusing on meeting goals and indicators, to the detriment of continuous and full teacher and student training. The dissonances between educational policies and pedagogical practice are also highlighted, noting that the pressure to obtain good results in assessments can limit the autonomy of teachers in teacher training programs at state level. It is concluded that accountability policies, by prioritizing quantitative results, disregard the individual needs of students and the human and critical training necessary for a comprehensive and quality education.https://periodicos.ufnt.edu.br/index.php/campo/article/view/19366accountabilityteacher trainingintegral educationlarge-scale assessmenteducational policies. |
| spellingShingle | Eduardo Guimarães Mielo Cláudia Pereira de Pádua Sabia Accountability and continuing teacher training: dissonances in offering an integral education Revista Brasileira de Educação do Campo accountability teacher training integral education large-scale assessment educational policies. |
| title | Accountability and continuing teacher training: dissonances in offering an integral education |
| title_full | Accountability and continuing teacher training: dissonances in offering an integral education |
| title_fullStr | Accountability and continuing teacher training: dissonances in offering an integral education |
| title_full_unstemmed | Accountability and continuing teacher training: dissonances in offering an integral education |
| title_short | Accountability and continuing teacher training: dissonances in offering an integral education |
| title_sort | accountability and continuing teacher training dissonances in offering an integral education |
| topic | accountability teacher training integral education large-scale assessment educational policies. |
| url | https://periodicos.ufnt.edu.br/index.php/campo/article/view/19366 |
| work_keys_str_mv | AT eduardoguimaraesmielo accountabilityandcontinuingteachertrainingdissonancesinofferinganintegraleducation AT claudiapereiradepaduasabia accountabilityandcontinuingteachertrainingdissonancesinofferinganintegraleducation |