LARGE-SCALE ASSESSMENT, TEACHER AUTONOMY, AND SOCIAL SCIENCES: PEDAGOGICAL READINGS OF SISPAE IN THE AMAZONIAN CONTEXT

Abstract

This article presents a theoretical-analytical study focusing on the relationship between large-scale assessments, teacher autonomy, and the teaching of Social Sciences in the Amazonian context. The objective is to discuss how data from the Pará State Educational Assessment System (SISPAE) can be pedagogically reinterpreted by Social Sciences teachers in state schools in the municipality of Colares, Pará. The research was conducted through a literature review, based on authors who discuss educational assessment, curriculum, and teaching practice. The results indicate that, although external assessments can induce processes of curricular narrowing and strain teacher autonomy, their data can also be critically appropriated by teachers, contributing to the construction of contextualized pedagogical strategies. It concludes that a situated reading of educational indicators, articulated with Amazonian realities, expands the possibilities for pedagogical intervention and strengthens the formative role of Social Sciences in the school curriculum.