The effects of evaluation systems in school inclusion

Abstract

Evaluations systemic in its various dimensions, have gained importance in the educational context, especially because they constitute the main mechanism for tracking and monitoring of educational policies. In the school setting, they intend to be an instrument for assessing the educational system in general, but little thought has been given on their relevance to assess the status of the policy of inclusive education, particularly in relation to established in São Paulo. Surveys have indicated that, in the municipal school, the school attendance of students with disabilities, pervasive developmental disorders and high ability/giftedness have been intensified, especially over the past two decades. With reference to this process, the Municipal Education Secretariat of São Paulo, through Decree Nº. 45 415 and by Ordinance Nº. 5718, both 2004, the so-called institutionalized Centros de Formação e Acompanhamento à Inclusão, bodies of reference for the development of work on the school enrollment of the students. Considering that the number of studies that evaluate these actions (deployment of specialized services and evaluating systemic) in establishing an inclusive education system is still scarce, it is proposed that a research of qualitative nature, assessing how the ratings systemic reorganization is reflected in the municipal politics of inclusion, both with regard to teaching practices, as an evaluation tool of politics itself. (AU)