What do strategic actors say about the relationship between the Educational Assessment System of the State of Pernambuco and educational quality?

Abstract

This paper presents the discourse analysis of five different strategic educational actors that make up the discursive path of the educational evaluation policy of the State of Pernambuco. The analysis, based on Fairclough studies, focuses on the answer to the following question: What relationships do you establish between Saepe indices and educational quality? It is observed that there is no neutrality in the discourses and, consciously or not, there are ideological positions underlying the texts that are given, including signaling the existence of a counter-hegemonic clash with the mentioned evaluation policy.

Educational evaluation policy; Discourse analysis; Educational quality