O conceito de avaliação da aprendizagem no Programa Novo Mais Educação

Abstract

In this policy analysis we focus on the conception of learning evaluation of the Programa Novo Mais Educação(PNME). In order to define criteria for our analysis, we make use of the quality parameters for all-day schools, as systematized by the German researchers Holtappels, Kamski e Schnetzer (2009). Our goal is to answer which quality criteria of all-day schools are considered in the concept of evaluation of the PNME. Therefore, we analyze official documents of the current program’s policy as well as, for comparative purposes, documents containing regulations and orientations from the previous Program More Education (PME). As a main result of PMEs principal documents’ analysis, we ascertain that there is no mentioning of learning evaluation regarding the implementation phase. In documents concerning the implementation phase of the PNME the evaluation of cognitive competencies is predominantly mentioned, primarily concerning Portuguese and Mathematics, leaving other competencies and abilities, such as cooperation and self-competences of secondary importance.