Evaluation Systems and Quality Indicators of Basic Education: the scenario of schools in Uruçuí-Piauí

Abstract

The present study aims to understand the external and internal assessment systems applied in schools 
and relate them to the methods of preparing students for such assessments. The theoretical foundations 
discussed include authors such as Werle (2010), Alavarse, Blasis and Falsarella (2013), Sordi (2012), 
Freitas (2014). To achieve this purpose, the research adopted a qualitative approach, with a case study 
in municipal schools in the city of Uruçuí, Piauí, located in the urban area. The choice of a case study 
allowed a deep immersion in the context of the schools, enabling a more detailed understanding of the 
assessment practices and the processes of preparing students. The two principals of the chosen schools 
participated in the research, and they answered questionnaires. The questionnaires were designed to 
collect data on the external assessments applied in schools and the preparation methods used. The results 
obtained allowed us to identify which external assessments are applied and how they are prepared for 
them. The analysis of the data shows the importance of assessment in developing new strategies and 
ideas to improve teaching and learning in the schools under study. The research also highlighted the 
need for alignment between external assessments and pedagogical practices developed in schools. 
Furthermore, the results suggest that preparing students for external assessments should be a continuous 
process integrated into school planning, with the aim of promoting meaningful learning and the 
development of essential skills. In short, this study contributes to the understanding of the challenges 
and opportunities related to external assessments in municipal schools.