A contribuição dos dados das avaliações externas para a melhoria da qualidade do ensino: estudo de caso da Escola Estadual Geraldo de Souza Norte

Abstract

Given the various nuances that hinder the consolidation of learning for many Brazilian students, this study highlights the relevance of external assessments as one of the key factors, especially regarding the generation of data that can be used to support decision-makers in acting assertively when implementing actions and public policies aimed at improving basic education. In this context, the general objective of this work is to understand the implications of the underutilization of Portuguese Language assessment data from Proeb at Escola Estadual Geraldo de Souza Norte between 2013 and 2021. Specifically, we aim to: I. Analyze the Portuguese Language data from Escola Estadual Geraldo de Souza Norte, using the Proeb results as a reference; II. Analyze assessment practices and their possible impacts on external evaluation results; III. Develop an action plan that fosters the awareness of the importance of rethinking ways to work with the Portuguese Language curriculum component, aiming to improve the education provided. Regarding the methodology, the research will adopt a qualitative approach, using different data sources, such as institutional documents, questionnaires, interviews, and analysis of external assessment results. To provide the necessary foundation to justify this study, the central hypothesis — the absence of a pedagogical routine that periodically includes the analysis of external assessment results — will be supported by theoretical references such as Boudett, City and Murnane (2020), Brooke and Resende (2020), Luckesi (2011), Burgos (2020), Matias-Pereira (2010) and Elmore (2003), who, among other aspects, seek to substantiate the contributions of an assessment culture, as well as the appropriation of results within the school context.