As avaliações internas em uma escola estadual de Ensino Médio no Ceará: a progressão parcial e progressão final em foco

Abstract

The present dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). This work emerged from a management case verified in the professional practice of the author, in the school where he works. The case study led us to investigate, analyze and debate the situation of under performance in the bimonthly internal evaluations, observed in the three years 2016-2018, being also during the research, included the data for 2019. Given the above, our main objective is to analyze and identify the factors that are leading to this low performance during the school years. In order to achieve this objective, we conducted an investigation with bibliographic, documentary and field research. The research was carried out using data collection instruments, applying semi-structured interviews with school managers and the superintendent who accompanies the school, and applying a survey to the teachers. We present a survey of educational policies developed in the state school network of Ceará and the educational data obtained. We describe the context of the school, the analysis of the data and other relevant information, as well as using references to dialogue with this analysis. We used studies on pedagogical management, pedagogical practices and disapproval, as well as other aspects that came up during the research. This analysis allowed us to identify causes that lead to the low performance observed, being the main ones: the absence of a systematic and organized pedagogical planning that results in the lack of pedagogical practices attractive to the students' learning; school difficulty in performing school reinforcement practices, recoveries and partial progression; and constant infrequencies due to school transportation. Given the observed context, we elaborated and presented an action plan based on the implementation and execution of school routines that are essential but absent. As well as actions with practices in which new digital technologies applied to education and hybrid teaching are used, these actions are aimed at improving results.