Avaliações externas em matemática de uma Escola Estadual Mineira: análises e reflexões sobre os resultados

Abstract

This research was developed within the Professional Master’s Program in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The management case aimed to analyze and reflect on the results of external Mathematics assessments in a State School located in the Zona da Mata region of Minas Gerais. The research sought to answer the following question: what factors contribute to the low performance of high school students in Mathematics in external assessments? The general objective was to investigate these factors and, specifically, to present and analyze students’ performance, identify the causes of low achievement, and propose pedagogical strategies for improvement. To conduct the study, bibliographical research and data collection from external assessments at the state, municipal, and school levels were carried out. Additionally, attendance lists from parent meetings and minutes from “Module II” pedagogical meetings were analyzed. The conceptual framework was based on authors such as Franco et al. (2007), Brooke and Rezende (2020), Rezende and Candian (2010), Silva (2016), Luck (2009), and Coutinho et al. (2023), who highlight intra-school factors and pedagogical management as key determinants of student performance, emphasizing that school effectiveness depends on balancing autonomy and regulatory guidelines. The research adopted a qualitative approach, using two main instruments: questionnaires administered to 141 high school students, which allowed for understanding their perceptions of external assessments, and a discussion circle with five Mathematics teachers from the school, which enabled the analysis of their reflections on results and the school context. Data analysis was carried out through triangulation, integrating information from different sources and increasing the reliability of the findings. The study revealed low family participation, student demotivation, limitations in school infrastructure, and restricted use of technology as factors affecting performance. However, it was found that pedagogical meetings have become important spaces for reflection and collective planning, and that collaborative management is essential for the implementation of effective actions and programs. As a practical outcome, an Educational Action Plan (PAE) was developed, comprising four integrated actions: continuous professional development for the pedagogical team, partnerships between school, students, and families, reflection on external assessment results, and remedial classes with tutoring sessions. It was concluded that improving Mathematics performance requires coordinated actions among management, teachers, students, and families, supported by teacher training, pedagogical monitoring, and integrated public policies, in order to strengthen learning and prepare students for academic and social challenges.