{'fraction_non_alphanumeric': 0.017699115044247787, 'fraction_numerical': 0.004424778761061947, 'mean_word_length': 5.284722222222222, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Percepções dos professores de biologia sobre a avaliação em larga escala em Portugal e Brasil

The National Examinations have great implication in the educational policies in the life of students, parents and teachers and also in the educational process. In this sense, the purpose of this article is to present the perceptions of biology teachers from Brazil and Portugal, regarding the impacts of National Exams on their teaching practice. Data were collected through a questionnaire, applied to 29 school teachers in Portugal and 32 from Brazil. In both countries, teachers perceive the Exam as a normalizing instrument of both pedagogical practice and as a standardized academic formation, with a curriculum designed for certain contents. Results indicate that "large-scale assessments", both in Portugal and in Brazil, impact on the pedagogical practices of the professors of the discipline biology.