THE IMPACT OF LARGE-SCALE EXTERNAL EVALUATIONS ON THE ORGANIZATION OF PEDAGOGICAL WORK

A POSSIBILITY OF DISCUSSION FROM THE SUPERVISED INTERNSHIP

Abstract

This article aims to analyze the presence of large-scale external evaluations in the organization of the pedagogical work of schools accompanied by mathematics undergraduates from Federal Institute of Education, Science and Technology of São Paulo, campus of Braganca Paulista, during the development of supervised internship, contemplating the reflections they built from theoretical studies that guided this process. For this purpose, considering the technique of content analysis, 19 reports built in the 2nd semester of 2019 by the undergraduates of the Licentiate Degree in Mathematics of that course were analyzed. It was observed that, during the internships, the undergraduates are faced with the repercussions of external evaluations on the organization of the pedagogical work. Such repercussions permeate the moments of Collective Pedagogical Work Classes (ATPC), Class Councils, Parent-Teacher Meetings and planning of activities for students. The analysis of the reports shows that future teachers reflected on these repercussions on school management, on the pedagogical practices of teachers and on the training process of students. It is argued that teacher training courses devote time and space to analyzing the relationship between assessment and organization of pedagogical work, in order to foster the (de)construction of concepts and practices related to the logic of training and curriculum stricture, arising from of large-scale external evaluations.