The Impact of Large-Scale External Evaluations on the Organization of Pedagogical Work: A Possibility of Discussion From Supervised Internship

Abstract

This article aims to analyze the presence of large-scale external evaluations in the organization of the pedagogical work of schools oversaw by the mathematics undergraduates from the Federal Institute of Education, Science, and Technology of São Paulo, Bragança Paulista campus, during their supervised internship, contemplating the reflections created by them from theoretical studies that guided this process. For this purpose, considering the technique of content analysis, 19 reports built in the 2nd semester of 2019 by the undergraduates of the Licentiate Degree in Mathematics were analyzed. It was observed that, during the internships, the undergraduates were faced with the repercussions of external evaluations on the organization of the pedagogical work. Such repercussions permeate the moments of Collective Pedagogical Work Classes (ATPC), Class Councils, Parent-Teacher Meetings, and the planning of activities for students. The analysis of the reports shows that the future teachers reflected on these repercussions about school management, pedagogical practices of teachers, and the training process of students. It is argued that teacher training courses devote time and space to analyze the relationship between assessment and organization of pedagogical work, in order to foster the (de)construction of concepts and practices related to the logic of training and curriculum structure, arising from large-scale external evaluations.