O baixo desempenho nas avaliações externas: uma análise do desempenho dos alunos do 3º ano do ensino médio da Escola Estadual Doce Saber

Abstract

This dissertation, developed in the Professional Master’s Program in Management and Evaluation of Education (PPGP) at the Federal University of Juiz de Fora (CAEd/UFJF), investigated the factors that impact the performance of 3rd-year high school students at Escola Estadual Doce Saber (EEDS) in Minas Gerais on external evaluations. The main research question was to identify the causes of low performance among the 3rd-year high school students at EEDS in external evaluations. The general objective was to understand the causes of low performance among these students in external evaluations, and a mixed-methods approach was adopted, characterized as a case study. Data was collected through questionnaires administered to students, teachers, and supervisors, as well as through observation of the school environment. The specific objectives were: to describe the problem related to low performance in external evaluations, analyze student performance considering factors such as age-grade distortion, socioeconomic characteristics, and academic achievement rates, in order to identify possible causes and correlations, and propose strategies and actions that could contribute to improving these students’ performance at school, taking into account the analyses conducted and the specific characteristics of the school and socioeconomic context. The research was based on a theoretical framework on educational assessment, with emphasis on the contributions of Burgos (2021), Borges and Calderón (2011), Faria (2015), Bonamino and Sousa (2012), and Soares and Alves (2013). These authors underpinned the analysis of the impact of external evaluations, the pedagogical appropriation of the results, the socioeconomic and structural factors that interfere with learning, and the importance of school management in the strategic use of this information for continuous improvement in teaching quality. The research shows that low performance is related to socioeconomic, structural, and pedagogical factors. Many students juggle work and study, face a lack of family support, and experience a lack of motivation. The school infrastructure is limited, and pedagogical planning faces challenges due to a shortage of resources. The lack of understanding of external evaluations hinders engagement, and divergences among professionals make effective actions difficult. In light of these findings, an Educational Action Plan (PAE) was developed with the purpose of aligning the appropriation of external evaluation results with the school’s pedagogical practices. The PAE aims to promote a culture of shared responsibility, encourage continuous improvement in teaching quality, and strengthen the engagement of all actors involved in the educational process. The proposal includes actions such as teacher training, review of pedagogical strategies, family involvement, and raising students’ awareness of the importance of external evaluations. The final considerations point out that, in addition to pedagogical and structural factors, socioeconomic aspects, such as the balancing of work and study by a large number of students, directly impact performance in external evaluations. The research reinforces the need for integrated strategies between school, family, and community to create a welcoming and motivating environment, capable of transforming external evaluations into effective pedagogical tools and valuing student protagonism in the educational process.