A coleção indique da ação educativa como política de autoavaliação institucional: as influências da relação público-privada na qualidade educacional

Abstract

The present dissertation, entitled “Ação Educativa’s Indique Collection as a policy for institutional self-assessment: the influences of the public-private relationship on educational quality”, has as its object of study the Collection of “Quality Indicators in Education” (Indique), aiming to analyze to what extent does Indique, as an action resulting from the public-private relationship in the field of self-assessment, promotes a participation culture in education. Thus, we addressed the historical constitution of the concept of Quality, its relationship with the Assessment of Education, and the systematic of educational assessment in the Brazilian education system. We also aim to conceptualize institutional self-assessment as a mechanism for participation and improvement in the quality of education, to analyze the influence of the public-private relationship in the formulation of Brazilian educational policies, and to analyze the documents included in the Indique Collection for Basic Education, focusing on the principle of participation. Therefore, we adopted as theoretical-methodological procedure the development of a qualitative line of research, which goes through an extensive bibliographic research, as well as a documental analysis of the Indique collection. From the analyzes carried out, we found that: i. Ação Educativa’s Indique Collection integrates a set of strategies to the propagation of standardized and replicable methodologies and instruments that result from the public-private relationship, under the “ideological function” of covering up the State's ability to bear social policies and generate acceptance by society, while the process of removing the State's responsibility for the social rights that are constitutionally attributed to it takes place; ii. The Indique Collection is an effort from Ação Educativa to provide self assessment methodologies at all stages of Basic Education, since, with clear and didactic language, the instruments are structured according to dimensions, indicators and questions that provide the basis for the entire institutional self-assessment conduction, from the initial guidelines and discussions on the concept of quality, to the action plan construction, result dissemination and questions forwarding to the Education Departments, to contribute on municipal and/or state education plans; iii. although the Indique Collection has considerable potential in the materialization and operationalization of institutional self-assessment, we must consider that the consolidation of participation culture goes beyond the accomplishment of presence or mobilization of the school community for self-assessment, involving school routine, decision-making and respect for autonomy and for the particularities of the school context. Under this logic, we concluded that there are many efforts and influences of the public-private relationship in the formulation of public educational policies, including in the field of self-assessment, since respect for democratization, autonomy and participation are configured as a strong path to achieve improvement in educational quality.