Global frameworks, local gatekeepers : o papel dos diretores de campi do IFMA e os testes de avaliação em larga escala
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Esta tese investiga a interação complexa entre frameworks globais de avaliação educacional e as realidades institucionais locais, com o foco no papel dos diretores de campi do Instituto Federal do Maranhão (IFMA) como "gatekeepers locais". Analisa-se como esses gestores percebem, interpretam e implementam políticas de avaliação em larga escala (como o ENEM e o ENADE), influenciadas por tendências globais (OCDE, PISA) e pela lógica da Responsabilização Baseada em Testes (TBA), no contexto específico e desigual do Maranhão, estado do Nordeste do Brasil. Utilizando uma abordagem qualitativa e quantitativa, com aplicação de questionários aos diretores e análise documental, a pesquisa revela uma forte associação, por parte dos gestores, entre bons resultados nesses testes e a percepção de excelência e reputação institucional, utilizando-os frequentemente para promover a imagem do campus. Contudo, essa ênfase na performance mensurável gera tensões, arriscando um estreitamento do conceito de qualidade educacional e a negligência de dimensões formativas cruciais (pensamento crítico, criatividade, formação cidadã) não abarcadas pelos testes. A tese conclui pela necessidade de um debate institucional crítico sobre múltiplos significados de qualidade, buscando equilibrar as demandas por responsabilização com a riqueza e a relevância social do projeto pedagógico local do IFMA.
This thesis investigates the complex interplay between global educational assessment frameworks and local institutional realities, focusing on the role of campus directors at the Federal Institute of Maranhão (IFMA) as “local gatekeepers”. It analyzes how these managers perceive, interpret, and implement large-scale assessment policies (such as ENEM or ENADE), which are influenced by global trends (OECD, PISA) and the logic of Test-Based Accountability (TBA), within the specific and unequal context of Maranhão, a state in Northeast Brazil. Using a qualitative and quantitative approach, with the application of questionnaires to directors and documentary analysis, the research reveals a strong association, on the part of the managers, between good results in these tests and the perception of excellence and institutional reputation, often using them to promote the campus's image. However, this emphasis on measurable performance generates tensions, risking a narrowing of the concept of educational quality and the neglect of crucial formative dimensions (critical thinking, creativity, citizen education) not covered by the tests. The thesis concludes on the need for a critical institutional debate about multiple meanings of quality, seeking to balance the demands for accountability with the richness and social relevance of IFMA's local pedagogical project.
This thesis investigates the complex interplay between global educational assessment frameworks and local institutional realities, focusing on the role of campus directors at the Federal Institute of Maranhão (IFMA) as “local gatekeepers”. It analyzes how these managers perceive, interpret, and implement large-scale assessment policies (such as ENEM or ENADE), which are influenced by global trends (OECD, PISA) and the logic of Test-Based Accountability (TBA), within the specific and unequal context of Maranhão, a state in Northeast Brazil. Using a qualitative and quantitative approach, with the application of questionnaires to directors and documentary analysis, the research reveals a strong association, on the part of the managers, between good results in these tests and the perception of excellence and institutional reputation, often using them to promote the campus's image. However, this emphasis on measurable performance generates tensions, risking a narrowing of the concept of educational quality and the neglect of crucial formative dimensions (critical thinking, creativity, citizen education) not covered by the tests. The thesis concludes on the need for a critical institutional debate about multiple meanings of quality, seeking to balance the demands for accountability with the richness and social relevance of IFMA's local pedagogical project.