IMPLICATIONS OF EXTERNAL EVALUATION ON CURRICULUM DEVELOPMENT AND TEACHING WORK

Abstract

This study is the result of a Course Conclusion Work (TCC) carried out at the Faculty of Education of the State University of Rio de Janeiro (UERJ), in the Pedagogy course. The aim is to present an analysis of the implications of external evaluation for curriculum development and teaching work. The reflection is based on the theoretical framework of Jallade, Dias and Lopes, who investigate the field of curriculum and understand it as a policy of meanings. If, on the one hand, the curriculum is the central focus of the reform, the work of the teacher in curriculum development is not always highlighted, leading to a prescriptive role. We have seen how the production of evaluation policies attempts to control the curriculum of basic schools and the training (initial and continuing) of teachers and their teaching performance. The models of external evaluation and managerialist management seek the result of instruction and not the process of education, thus making it a commodity and the student a product. We point out as a collaboration that the emphasis on evaluation has affected the production of curricula in schools and the work of teachers, thus leading to a greater appreciation of results in the performance tests of these large-scale evaluations rather than focusing on the teaching-learning process.