Resultados do sistema mineiro de avaliação e equidade da educação pública: desafios identificados e possibilidades na prática docente

Abstract

This study aimed to identify and analyze how the appropriation of results from the Minas Gerais Public Education Evaluation and Equity System (SIMAVE) has been understood and practiced in the investigated school, connecting this analysis to different dimensions of the evaluation process, with emphasis on High School, in both day and evening shifts, which constitute the main focus of this research. The investigation is grounded in the concepts of leadership, school culture, and appropriation of assessment data, based on the understanding that the effective use of results depends on collaborative management that fosters spaces for critical reflection and the engagement of the entire school community. The study draws on authors who discuss external assessment, data-use culture, and pedagogical management, especially Borges (2016; 2019), Blasis (2013), Lück (2009), and Sacristán (2017). A qualitative approach was adopted, supported by multiple documentary sources that enabled the contextualization of school performance and the understanding of the local realities. Semi-structured interviews were conducted to capture the perceptions of school leaders and High School Portuguese and Mathematics teachers regarding SIMAVE assessments and the impact that results exert on pedagogical planning. Data were analyzed through a combination of procedures, including categorization of interviewees’ discourses based on the theoretical framework and research objectives, descriptive statistics, and document analysis, which made it possible to understand how SIMAVE results are used in everyday school practices and how they influence educational decision-making. The findings revealed that the appropriation of assessment data is still in a consolidation phase, with specific advances and weaknesses, but also with recognition of the importance of such information for diagnosis and planning. At the end of the study, an Educational Action Plan (PAE) was developed, offering proposals for critical and conscious use of the results by the entire school community, aiming to strengthen a school culture focused on reflection, continuous improvement of teaching, and evidence-based management. The findings also point to future research possibilities concerning the implementation of the PAE and the pedagogical use of evaluation data.