Escola em prisões no Ceará: os desafios na implementação de avaliações internas para avanço de escolaridade

This dissertation, developed in the Professional Master's Program in Management and Evaluation of Public Education Evaluation at the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora ( CAEd /UFJF), proposes to discuss the possible challenges encountered about the possibility of advancement in the education of elementary school students made exclusively through the National Examination for Certification of Skills of Youth and Adults for Persons Deprived of Liberty (ENCCEJA PPL), and not by the school, through the application of internal assessments, accordingly with the institution's Pedagogical Political Project (PPP). Therefore, the research question arises: What are the consequences of the progression at the EEFM Aloísio Leo Arlindo Lorscheider school being made exclusively by ENCCEJA PPL? The general objective of this dissertation is to understand the effects of progression in the mentioned school since it is carried out solely by ENCCEJA PPL. Furthermore, the following specific objectives are: to describe the educational context of education in prisons in Brazil and the State of Ceará, relating to the EEFM Aloísio Leo Arlindo Lorscheider regarding the evaluation process since the emergence of the PPP; reflect on the evaluation process, taking into account the curriculum and pedagogical practices to verify the possible reasons that prevented the application of internal evaluations in recent years; and, finally, to prepare, based on the research results, and Educational Action Plan that guarantees the application of these assessments within the school calendar. To develop this work, it was used as a theoretical framework: Onofre (2011), to speak of the presence of schools in prisons and its relevance; Hoffman (1996) and Luckesi (2006), to talk about the concept of evaluation and its importance within the school context; Candau and Moreira (2007), who are fundamental for understanding the entire curriculum issue; and, finally, Freire (1996), who points us to the ...