HEXÁGONO DA RESPONSABILIZAÇÃO PELOS RESULTADOS DA AVALIAÇÃO EXTERNA - SAEB

Abstract

In this article, we present the results of a survey that aimed to investigate the perceptions of teachers who teach Mathematics in Basic Education schools in relation to the process of accountability for SAEB results as an external evaluation policy for Basic Education in Brazil. We used a qualitative approach to describe and interpret data from an online questionnaire – via Google Docs – answered by 130 teachers who teach Mathematics during an extension course held in 2023. We systematized the data through Content Analysis in perspective of Bardin (1977) and Rodrigues (2019), which provided us with the constitution of six Analysis Categories, which represent the vertices of the Accountability Hexagon, being: (i) INEP/MEC Accountability; (ii) Accountability of Governors and Mayors; (iii) Accountability of Education Departments; (iv) Accountability of School Managers; (v) Accountability of In-Service Teachers; (vi) Accountability of Students and Families. The results indicate that teachers working in schools should not be the only ones to blame for the possible negative results of external evaluations such as the SAEB, as they constitute just one of the vertices of the Hexagon of Accountability, and thus everyone involved in the educational process they must work in an articulated way to improve indicators such as IDEB, and guarantee the constitutional right to learning for all students.