Avaliações em larga escala e sistemas de avaliação escolar: direcionamentos na prática pedagógica e no currículo da educação básica: o que dizem as pesquisas acadêmicas?

Abstract

This article aims to analyze the relationships between large-scale assessments and school evaluation systems, focusing on the implications for the curriculum and pedagogical practice in basic education. The central question is: What are the implications of these assessments for pedagogical practice and the curriculum? The theoretical basis includes Ravitch (2011), who criticizes the excessive emphasis on scores, and Cunha (2010), who highlights the need to consider regional and social specificities. The methodology adopted was a Systematic Literature Review, with theses and dissertations selected from databases such as BDTD and the CAPES Thesis Catalog. For data analysis, we used Bardin's Content Analysis (2016). The results show that these assessments narrow the curriculum, prioritizing content aligned with exams, compromising the integral education of students. We conclude that it is crucial to critically reflect on teaching practices, invest in the continuing education of educators, and promote an inclusive and contextualized curriculum.