Piauí School Psychologists and Public Education Policy Assessment Methodologies
Abstract
The 70's, 80's and 90's were marked by major transformations in the administrative and political sectors in the country, thus the elaboration and implementation of public policies emerged with the aim of establishing a balance between the existing crises. The aim of this study was to investigate the role of psychologists in the evaluation of public education policies, verifying their inclusion in different types of policies and their practices in relation to different educational levels: elementary education, university education and technical education. The research had a qualitative approach, and included interviews with 72 professionals working in the public education system and the analysis of two document databases. From the data analysis, several evaluation methodologies were found in the description of the practices of the interviewed professionals, namely: the evaluation of Public Education Policies/PPEs regarding the strategies used; as to the position of the evaluator; and about the life cycle. Although their practices corroborate the concept of assessment, a portion of the participants still did not recognize it as a practice carried out by them, thus evidencing a certain lack of knowledge about this process among educational policies. Despite being an area of ​​action that is still unknown to some professionals in the field, the importance of psychology in the evaluation of PEPs is perceived.
Keywords: School Psychology; Public Education Policies; Policy Assessment.
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