The national education management through the protagonism of large-scale assessments of Pisa

Silveira, Carmem Lucia Albrecht da; Esquinsani, Rosimar Serena Siqueira

doi:10.1590/1984-0411.93496

Tabla de contenido Anterior Actual Siguiente

DOSSIER: Quality, learning and systemic assessment: discourses from international organizations for Latin American countries • Educ. rev. 40 • 2024 • https://doi.org/10.1590/1984-0411.93496-T linkcopy

The national education management through the protagonism of large-scale assessments of Pisa

Authorship SCIMAGO INSTITUTIONS RANKINGS

The objective of this study is to identify what actions express the protagonism of international bodies in Brazilian educational management published in media documents, aiming to meet the demands of Pisa results. What followed was the search for the answer to the following question: What are the actions that emphasized the protagonism of international organizations in Brazilian educational management, guided by the results of Pisa editions and disseminated through media vehicles? The thesis of this research is to show that the documents published in the media are responsible for emphasizing the protagonism of international organizations in educational management as for the production and publishing of educational policies guided by the results of Pisa editions. This is a quali-quantitative research, having a bibliographic and documental basic nature, based on the methodological outline of pluralism. The methodological procedures were established by the analysis of documents published in the media, which represented the object of this study. Through the categorization of the documental analysis of media documents, that is comprised of national reports of Pisa and journalistic textual genres, the delimitation of conceptual units listed from the reading of the documents related. The documental analysis allowed to locate 57 actions of the national educational management, between the decade of 1990 and the year of 2001.

Keywords:
Protagonism; Pisa; Assessment; Educational Management; Media Documents

YEAR	POLICY GUIDELINES	SPECIFICITY
1985*	Decree nº 91.542, of 1985 establishes the National Textbook Program, provides for its execution, and takes other measures.	Decree nº 91.542, of of August 19, 1985, replaced the Plidef program with the National Textbook Program (PNLD), introducing several changes. In 1993/1994 criteria for evaluating textbooks were defined with the publication of “Definition of Criteria for Evaluating Textbooks” MEC/FAE/UNESCO and in 1995, the universal distribution of textbooks in elementary education was reinstated.
1990*	The National Basic Education Assessment (SAEB) was Brazil’s pioneering Nationwide effort to comprehensively evaluate its education systems.	To provide support for the formulation, reformulation and monitoring of public policies and intervention programs tailored to the needs identified in the assessed areas and stages of education.
1995*	Direct School Funding Program (PDDE) - Law nº 9766/1998 to Resolution/CD/FNDE nº 10/2013. It establishes the criteria for the transfer and execution of the Direct School Funding Program (PDDE), in compliance with Law 11.9472009.	It was created in 1995 and aims to provide supplementary financial assistance to schools in order to contribute to the maintenance and improvement of physical and pedagogical infrastructure, leading to increased student performance.
1996*	Law nº 9.394/1996 establishes guidelines and bases for national education.	Allows the enrollment in the 9-year elementary education, starting at age six.
1996	Lei nº 9.424/1996 provides for the Maintenance and Development Fund for Basic Education and Valorization of Teachers - FUNDEF	Public policy formulated by the Federal Government aimed at correcting the maldistribution of resources among regions and reducing inequalities in the public education system.
1997	Accelerated Learning Program	Established in 1997 by MEC aiming at correcting grade repetition rates.
1997	National School Library Program (PNBE)	To promote access to culture and encourage reading among students and teachers through the distribution of literary works.
1997*	The PCNs - National Curricular Parameters	Guidelines to guide educators through standardization of fundamental aspects of each subject.
1998*	Curriculum Guidelines in Action Program	To support schools and teachers Nationwide in integrated pedagogical practices with the guidelines and principles of the National Curricular Parameters.
1998*	Ministry of Education Decree MEC nº 438/1998 establishes the National High School Exam - ENEM, a standardized test for high school students in Brazil.	With the aim of evaluating students academic performance upon completion of basic education. In 2009, the exam refined its methodology and began to be used as a mechanism for access to higher education.
1998*	Resolution CEB nº 2/1998 establishes the National Curricular Guidelines for Elementary Education.	They are a set of doctrinal definitions regarding the principles, foundations, and procedures of basic education, as expressed by the Basic Education Chamber of the National Council of Education.
1999	PROFORMAÇÃO was created to comply with the LDB-1996, which stipulates that for all levels of basic education, “only teachers with higher education qualifications or those trained on the job will be admitted.”	The program was funded by FUNDESCOLA, which manages resources from the World Bank. The United Nations Development Programme (UNDP) has been a partner of the Distance Education Secretariat (SEED) in the implementation of PROFORMAÇÃO since its launch. From 2002 onwards, the National Fund for Educational Development (FNDE) assumed the financing of the program through an agreement with the Distance Education Secretariat - SEED/MEC.
1999	The FIES was established by Provisional Measure No. 1,827 of May 27, 1999. This measure was subsequently regulated by a series of legal instruments, including MEC Ordinances No. 860 and 1,386/99, as well as CMN Resolution No. 2647. Provisional Measure No. 1,827 underwent several revisions, being reissued as nos. 1,865-2, 1,972-8, and 2,094-22 in 1999 and 2000.	FIES is a student loan program designed to make higher education more accessible to low-income students. The program provides financial assistance for undergraduate studies at private institutions. However, upon graduation, beneficiaries are required to repay the loan. The 2021 FIES model features a multi-tiered structure, offering different financing options.
2001	Law No. 10,172/2001 approved the National Education Plan (NEP). Nine years of elementary education became a progressive goal for national education.	As of the effective date of this Law, the States, the Federal District, and the Municipalities shall, based on the PNE, develop corresponding ten-year plans.
2001	Law No. 10,172/2001 approves the National Education Plan and provides for other measures, culminating in Ordinance No. 82/2017, which regulates the National Basic Education Teacher Training Program (PARFOR), among other legislations.	Since 2009, it has been opening special classes every year in undergraduate teacher education programs and second degree programs, exclusively for public school teachers who do not have a higher education degree in the area in which they teach, as required by the National Education Guidelines and Bases Law (LDB).
2004	Law No. 10,836/2004 establishes the Bolsa Família Program.	Direct cash transfer program targeting families living in poverty and extreme poverty throughout the country.
2004	Law No. 11,096/2005 establishes the ProUni program.	Granting full and partial scholarships to students enrolled in undergraduate and specialized sequential courses at private higher education institutions.
2004	Fundebinho	The Ministry of Education has released R$ 400 million to all states and the Federal District to improve the quality of secondary education in state public schools, while the National Congress has yet to approve the creation of the Basic Education Fund (FUNDEB). Part of the Fundebinho resources was sent by the National Fund for Educational Development (FNDE) to eight states: Maranhão, Piauí, Bahia, Alagoas, Pará, Pernambuco, Ceará, and Sergipe.
2005*	Law No. 11,114/2005 makes it mandatory for six-year-old children to enroll in elementary education.	Amends Articles 6, 30, 32, and 87 of Law No. 9,394/1996, making it mandatory for elementary education to begin at age six.
2005*	Prova Brasil	The Prova Brasil assessment is used to calculate the Índice de Desenvolvimento da Educação Básica (IDEB) at the school, municipal, state, and national levels.”
2005	Brazilian Public Schools Mathematics Olympiad (OBMEP)	Organized by the Institute of Pure and Applied Mathematics (IMPA), with the support of the Brazilian Mathematical Society (SBM) and funded by the Ministry of Science, Technology, Innovations and Communications (MCTIC) and the Ministry of Education (MEC).
2005	The two-year ProInfantil program aims to enhance the teaching profession and provide opportunities for professional growth in early childhood education.	It is intended for professionals who work in early childhood education classrooms, in public and private non-profit daycare centers and preschools - community, philanthropic or confessional.
2005	National Program for the Training of Public Basic Education School Managers	It originated from the need to develop school management processes aligned with the concept of social quality in education, drawing on principles of modern public administration and advanced management models.
2006*	Law nº 11.274/2006	Expands elementary education to nine years, with enrollment of six-year-old children, and sets a deadline for implementation by 2010.
2006*	The FUNDEB was created to replace the FUNDEF, established by Constitutional Amendment No. 53/2006 and regulated by Law No. 11.494/2007 and Decree No. 6.253/2007, with a validity period from 2007 to 2020.	The FUNDEB, a special state-level fund, is funded by taxes and transfers from States, the Federal District, and Municipalities and is dedicated to maintaining and developing basic education and valuing education professionals. It is governed by articles 212 and 212-A of the Federal Constitution.
2006	Decree 5.800/2006	“Established the Open University of Brazil (UAB) system”
2007	Decree nº 6094/2007	Outlines the implementation of the All for Education Commitment Goals Plan (PDE), a collaborative effort between the Federal Government, states, the Federal District, and municipalities, with the involvement of families and communities.
2007*	The Basic Education Development Index (IDEB) was created in 2007. Senate Bill No. 299 of 2014 is currently under consideration, which provides for the IDEB and mandates its calculation for all basic education institutions in both the public and private sectors.	It combines the results of two equally important concepts for the quality of education into a single indicator: student flow and average performance in assessments.
2007	Law No. 11.502/2007 established the National Policy for Teacher Training.	To guarantee the quality of teacher training for both current and future public school teachers, while integrating basic and higher education.
2007	Interministerial Ordinance No. 17/2007 and Decree No. 7.083/10 regulate the More Education Program.	MEC strategy for inducing the construction of the full-time education agenda in state and municipal education networks that expands the school day in public schools to at least 7 hours a day, through optional activities in macro-areas.
2008	Basic Education School Census	Law No. 9.394/1996, in its article 5, paragraph 1, item I, and in its article 9, item V, provides for the census of the school-age population of Elementary Education, as well as the analysis and dissemination of information about education by the Union.
2008	Law n° 11.738/2008	Instituted the national professional base salary for public education teachers at the basic level.
2010	Resolution nº 7/2010	Establishes National Curricular Guidelines for 9-year Elementary Education.
2010	CNE/CEB Resolution No. 4/2010 Defines the National Common Curricular Guidelines for Basic Education.	Defines the National Common Curricular Guidelines for the organic, sequential, and articulated set of stages and modalities of Basic Education.
2011	Decree No. 7.642/2011 Establishes the Science Without Borders Program.	Science Without Borders is a program that seeks to promote the consolidation, expansion, and internationalization of Brazilian science and technology, innovation, and competitiveness through international exchange and mobility.
2013	Law No. 12.796/2013 amends Law No. 9.394/1996, which establishes the guidelines and bases of national education, to provide for the training of education professionals and other measures.	Expands compulsory and free basic education from 4 to 17 years of age, organized as follows: preschool, elementary school, and high school.
2013	National Pact for the Strengthening of High School, instituted by Ordinance No. 1.140/2013.	Represents the articulation and coordination of actions and strategies between the Union and state and district governments in the formulation and implementation of policies to raise the standard of quality of Brazilian high school education.
2013	Law No. 12.80/2013 creates a national framework for ensuring that all children learn to read and write by the end of elementary school.	The main axis of the pact was the offer of continuous training courses for 360 thousand literacy teachers, with permanent tutoring and the help of 18 thousand study guides trained in 36 public universities. The MEC also distributed more than 60 million textbooks, in addition to pedagogical games.
2013	National Literacy Assessment.	The ANA was created with the National Pact for Literacy at the Appropriate Age (PNAIC), launched in 2012. The results were used by the MEC to establish new educational strategies for the literacy cycle from the first to the third year of elementary school.
2013	Movement for the National Common Base	“A collaborative network of individuals and institutions working to enhance the quality of the BNCC and the New High School since 2013”
2014	Law No. 13.005/2014 approves the National Education Plan 2014-2024	The PNE was enacted after four years of processing in the National Congress. This Plan aims to improve education in the country based on 20 goals, which must be achieved in 10 years.
2016	Constitutional Amendment No. 95/2016	It limits public spending for 20 years, aiming to balance the accounts through a strict spending mechanism. Education will receive 18% of tax revenue.
2017	BNCC- Resolution CNE/CP No. 2, of December 22, 2017	It establishes and guides the implementation of the National Common Curricular Base, to be mandatorily followed throughout all stages and modalities within Basic Education.
2017	Law No. 13.415/2017 amended the National Guidelines and Bases for Education Law and established a change in the structure of high school.	It increases the minimum annual student school hours from 800 to 1,000 (by 2022) and establishes a new, more flexible curricular organization that includes a National Common Curriculum and offers students various choice options, such as formative itineraries, focusing on knowledge areas and technical and professional training.
2017	Decree No. 9.099/2017 established the National Program for Books and Teaching Materials (PNLD).	It unified the acquisition and distribution actions of textbooks and literary works, previously covered by the National Textbook Program (PNLD) and the National School Library Program (PNBE).
2017	Decree No. 9.204/2017 established the Connected Education Innovation Program. Ordinance No. 1.591/2017 established the Committee of the Integrated Platform of Digital Educational Resources - REDs. Ordinance No. 1.602/2017 provides for the implementation, together with municipal, state and Federal District basic education networks, of the actions of the Connected Education Innovation Program, established by Decree No. 9.204/2017.	The goal of the Connected Education Innovation Program is to support the universalization of access to high-speed internet and to promote the pedagogical use of digital technologies in basic education. Some of the actions promoted by the Program are: to contribute to ensuring that the school environment is prepared to receive the internet connection; to provide teachers with the opportunity to learn about new educational content; and to provide students with contact with new educational technologies.
2017	The MEC Ordinance No. 1.144/2016 and FNDE Resolution No. 17/2017 create the New More Education Program.	MEC strategy aimed at improving learning in Portuguese language and mathematics in elementary school by optimizing students’ time spent at school.
2018	Law 13.696/18, which establishes the National Policy for Reading and Writing.	The policy will have as its guidelines the universalization of the right to access books, reading, writing, literature, and libraries.
2018	Ordinance No. 142/2018 creates the More Literacy Program.	MEC strategy to strengthen and support schools in the process of literacy for students regularly enrolled in the 1st and 2nd years of elementary school.
2018	Guide to Implementing Brazil’s Common National Curriculum	Its elaboration involved the participation of several specialists, a process of national mobilization led by the National Council of State Secretaries of Education (CONSED), the National Union of Municipal Education Managers (UNDIME), and the Ministry of Education (MEC).
2018	Ordinance 38/2018.	To ensure the continuity of PIBID in the improvement of teacher training for basic education and the valorization of undergraduate courses.
2019	Decree No. 9,765/2019 instituted the National Literacy Policy (NLP).	The formulation of the PNA arose from an initiative of the Ministry of Education to enhance literacy processes in Brazil and their results.
2019	Science is a 10!	It is a distance learning course, with quality assurance provided by the Coordination for the Improvement of Higher Education Personnel (CAPES) and certification from the Ministry of Education (MEC).
	Decree 10.004/19 established the PECIM - The National Program of Civil-Militar Schools. Ordinance nº 2.015/2019 regulated the implementation of the National Program of Civil-Militar Schools - PECIM - in 2020, to consolidate the model Civil-Militar School - ECIM and Ordinance nº 40/2021 changes Ordinance nº 1.071/2020, which regulates the implementation of the National Program of Civil-Militar Schools - PECIM in 2021, to implement National Program of Civil-Militar Schools - ECIM in states, towns and in the Federal District.	The National Civic-Military Schools Program is an initiative of the Ministry of Education, in partnership with the Ministry of Defense, which presents a management concept in the educational, didactic-pedagogical, and administrative areas with the participation of the school’s teaching staff and support from the military. The proposal is to implement 216 Civic-Military Schools across the country by 2023, at a rate of 54 per year. The model to be implemented by the Ministry of Education aims to improve the teaching-learning process in schools.
2019	Ordinance Nº 1.938/2019 established the Education in Practice Program.	The MEC launched the Education in Practice Program. It is about na 6 and 9-year students of the Fundamental Education and High School together with public and private superior education institutions.
2020	Resolution CNE/CP nº 1/2020	National Curricular Guidelines for the Continuing Education of Basic Education Teachers and establishes the National Common Base for the Continuing Education of Basic Education Teachers (BNC-Continuing Education).
2021	Ordinance No. 10/2021 establishes the parameters and general guidelines for the implementation of the new Basic Education Assessment System (SAEB), within the scope of the National Policy for Basic Education Assessment.	The SAEB will undergo technical and pedagogical adjustments to implement the advances of the National Common Curricular Base (BNCC) along with the National Curricular Guidelines (DCNs), the National Literacy Policy (PNA), and the new High School.

location_on

Setor de Educação da Universidade Federal do Paraná Educar em Revista, Setor de Educação - Campus Rebouças - UFPR, Rua Rockefeller, nº 57, 2.º andar - Sala 202 , Rebouças - Curitiba - Paraná - Brasil, CEP 80230-130 - Curitiba - PR - Brazil
E-mail: educar@ufpr.br

rss_feed Acompañe los números de esta revista en su lector de RSS

[TFN2n] Source: The research authors