Apropriação e uso dos dados do SPAECE, em matemática: caso de gestão da Escola de Ensino Médio Nossa Senhora da Assunção

Abstract

This dissertation is developed within the scope of the Professional Master's in Education Management and Evaluation from the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The general objective of this research is to understand how the Nossa Senhora da Assunção high school is appropriating and making use of data from the Permanent Evaluation System of Basic Education of Ceará (SPAECE) in the discipline of mathematics, in order to promote educational strategies that enable continuous improvements in mathematics education, without losing focus on goals, in view of the low performance presented in the discipline of mathematics, in the period from 2012 to 2018. In this context, the investigative question then arises: How has the process of appropriation and use of data by the Nossa Senhora da Assunção high school, through the low performance scenario, in the mathematics discipline, at SPAECE, in the period investigated? The specific objectives designed to better understand this management case, were: i) Describe how data is being appropriated; ii) Analyze how the data is being used and iii) Propose an Educational Action Plan (PEAP). As a methodology, the case study was adopted, with a descriptive and exploratory character and with a qualitative approach. As a theoretical framework, the analyzes of the following authors were adopted: Yin (2001), Godoy (1995), Gil (2008), Mainardes (2006), Brooke (2012; 2015), Bauer (2006), Soares (2004), Gatti (2009), Lück (2000; 2009), Boudett, City and Murnane (2020). We also used, as instruments for data collection, semi-structured interviews with the school superintendent, the principal, two school coordinators and three mathematics teachers from the 3rd grade of high school, in order to understand, from the perspective of these actors, the strategies that the school is developing in response to the research problem. The low performance evidenced by the observations of the data, allows us to assert that the school makes the appropriation and use of data, but presents communication challenges between the evaluative, participatory and collaborative processes. In this way, we propose an Educational Action Plan (PAE) that allows, within what the school has already been doing, to make a better appropriation and use of data, based on the culture of systemic assessments, the use of evidence, participatory and collaborative work and oriented towards the continuous improvement of teaching and learning.