The meanings of SARESP for teachers and students from São Paulo’s public school system and the management of the curriculum inside the classroom
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0008Abstract
This article discusses the effects of the external evaluations on the curriculum management inside the classroom. The purpose of this research was to comprehend which meanings are produced by teachers faced by the requirements of SARESP. The fieldwork involved the accompaniment of collective pedagogical work activities of a public school in São Paulo state countryside between the years 2014 and 2015. The analysis of the meeting recordings that discussed the relationship between evaluation and curriculum allows us to state that SARESP can be considered as a parameter and reference for reflection and adjustments in the teacher's planning methods, but the centrality that it has assumed in the organization of the pedagogical work is characterized as a measure and control, when defining what to teach and how to evaluate the work of the teacher and the student, emptying the discussion about the political-pedagogical project of the school.
Keywords: Evaluation. Curriculum. School routine.
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