POLÍTICAS DE AVALIAÇÃO PARA ALFABETIZAÇÃO NO BRASIL E A BASE NACIONAL COMUM CURRICULAR (BNCC): NOVOS (VELHOS) MECANISMOS DE CONTROLE E RESPONSABILIZAÇÃO

Abstract

This research had as central aim at investigating the main changes on assessment policies on literacy in Elementary School (1st, 2nd, and 3rd grades) from the Common Base National Curriculum (BNCC, 2017). Central issue in this work was designed as follows: Which changes in assessment policies on literacy in early years of Elementary School (1st, 2nd, and 3rd grades) were made effective from the Common Base National Curriculum. The study starts by understanding the educational policy as a process and product, within a dispute and contradiction field of the capitalist society. It was structured in three chapters, further the introduction and conclusion: chapter 1 contextualizes the assessment policies of Basic Education in Brazil from the 1990s, with the neoliberal and reformation policies as landmark. It presents the discussion on the relation between state and educational policies, prescription of international organizations in educational policies identifying the configuration of Brazilian assessment policies of 1990, 2000 until current ones. Chapter 2 verifies the main characteristics and changes on the Basic Education Assessment System from the Common Base National Curriculum. It identifies new/old control and accountability mechanisms in assessment policies for Basic Education from BNCC, and it also presents the academic production survey. Finally, chapter 3 investigates new landmarks and documents of literacy policies after BNCC, the control and accountability mechanisms though assessment policies. Bibliographic and documental research used historical-dialectical materialism and emphasizes the analysis of documents of educational policies mentioned: 1 - Common Base National Curriculum; 2 - Programa Mais Alfabetização; 3 - Política Nacional de Alfabetização; 4 - Programa Tempo de Aprender. As a result, there are the following highlights: a) intensifying the adoption of neoliberal and market principles in education, advocated and disseminated by international organizations, in which education become regulated and controlled by a valuer-state that makes the role played by the assessment systems more intense; b) intense participation of private sector in leading BNCC and its deployments; c) configuration of New SAEB from the promulgated BNCC and makes this system even more detached by prioritizing educational quality expressed in educational results and indexes; d) BNCC and present literacy policies are part of the management model in education are closely related to large- scale assessments of literacy, also guide the anticipation of literacy, despite the disagreement between documents on this issue; and e) control with definition of content through BNCC and literacy methods with PNA; precarious teaching work by volunteer work for literacy programs and teachers accountability by educational results even more emphasized when establishing financial incentives through the Programa Tempo de Aprender.