Abstract:
The aim of the research reported in this article was the analysis of the educational policy concerning pedagogical technology - institutional assessment - based on the Institutional Program of Evaluation of Basic Education of the State of Paraná. For the analysis of the policy the study was based on the public policy cycle approach proposed by Stephen Ball and on the studies about educational assessment developed by Cappellletti and Dias Sobrinho. The participants of the research were the public schools management teams of a municipality in the State of Paraná. A written questionnaire was used as the data collection instrument with the aim of understanding the perception of the school concerning the proposed educational policies and their recontextualization in the everyday life of the schools. The document analysis included the guideline publications about the policy. The results of the research demonstrate the (mis)leading paths of the proposed institutional evaluation policy and of its reconfiguration in the school context, highlighting the macro, micro and meso-sociological interactions of the implementation of programs and public policies.
Keywords:
institutional assessment; public schools; educational policy; public policies