O papel da gestão no uso dos resultados do PROEB: fatores de dificuldades no ensino médio

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Education Management and Assessment (PPGP) of the Center for Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAEd/UFJF). The case study discusses the performance of third-year high school students in the Minas Gerais System of Assessment and Equity in Education (Simave), especially in the Basic Education Assessment Program (Proeb). To this end, it is necessary to understand the context of the Professor Machado Leite State School (EEPML), as well as the data obtained in the Proeb assessments, since the school in question has not presented satisfactory results in the indicators of this external assessment. Thus, this case proposes to answer the question: what are the challenges faced by the management of the Professor Machado Leite State School to improve the performance of its students in the Proeb assessment? The general objective of this study is to analyze the challenges faced by school management in identifying possible intra-school factors associated with the low performance of students at Escola Estadual Professor Machado Leite in the Proeb assessment and to propose actions to improve the educational indicators and intra-school factors identified, thus contributing to improving the quality of education. The specific objectives were (i) to describe the management case focusing on the indicators that show the low performance of students in the Proeb assessments; (ii) to analyze which factors are associated with the difficulty of advancing students' proficiency in the Proeb assessments; and (iii) to propose actions aimed at improving the school's indicators in the Proeb assessments. The theoretical framework of this study encompasses the analyses of researchers who address the field of school assessment, especially large-scale assessment, aspects related to the quality of education, and dimensions of school management, namely: Gatti (2014), Bonamino and Sousa (2012), Martins (2018), Franco and Calderón (2017), Franco et al. (2007), Dourado et al. (2007), Alves et al. (2019), Lück (2009) and Machado (2023). The methodological approach of this management case uses qualitative research and the data collection technique chosen to conduct the research was the questionnaire, applied to teachers, specialists, vice-principals and school principal. The analysis of the results pointed out five critical elements. They are: difficulty in leading school management; the design of an external evaluation and its value in the school context; appropriation of the results of external evaluations; the use of data from external evaluations as an option for school management to build a pedagogical (re)planning. The study also proposes an Educational Action Plan (PAE) with the objective of supporting EEPML in overcoming the challenge of understanding the data from external evaluations and integrating them into the institution's pedagogical practice. Finally, the study presents the final considerations, addressing the path taken within the research, in order to contribute to new studies on the subject and to the advancement of the quality of education.