PARTICIPATING IN LARGE-SCALE ASSESSMENTS: A STUDY IN THE LIGHT OF SOCIOMATERIALITY

Abstract

Large-scale assessments are part of the accountability regime of Brazilian educational policies, incorporated into everyday school life. This research based on Practice-Based Studies (EBP), within Organizational Studies, aims to understand how management practices occur in large-scale assessments in a public school in the capital of Ceará, under the lens of sociomateriality. It has a qualitative approach, with an exploratory, descriptive and analytical character, using shadowing, semi-structured interviews, informal conversations, video analysis and documentary analysis as data collection techniques, using the framework developed by Bispo (2015) to analyze the data. As a result, activities that constitute this practice were identified and mapped, cuts from many others developed at the school: planning with a focus on reference matrices; goals plan; school reinforcement; trainings; classes/simulations; caravans; parent meetings; frequency control/Active Search; awards. The cyclical nature of these practices and the power of agency that the score arising from these tests has remains evident. It seeks to fill gaps in Organizational Studies, in the light of sociomateriality, promoting the articulation of Administration with Basic Education, contributing to the definition of public policies and strengthening school management.