Avaliações externas e planejamento escolar: uma análise do desempenho de estudantes dos anos iniciais em língua portuguesa

Abstract

The present dissertation, developed within the scope of the Professional Program in Management and Evaluation of Education (PPGE) at the Center for Public Policy and Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), analyzes a case of school management in a school located in the interior of Minas Gerais. Despite achieving good results in the external summative assessments of SIMAVE (PROALFA and PROEB) in Portuguese Language, the school has 5th-year students placed in the low and intermediate performance levels on the proficiency scale of these assessments. Therefore, the guiding question of the investigation is: what actions should be adopted so that 5th-year students reach the recommended performance level, considering the PROEB results in Portuguese Language? To this end, the general objective is to propose actions that ensure 5th-year students achieve the recommended performance level according to PROEB results, through formative practices aimed at recovering learning gaps starting from the 2nd year. Thus, the following specific objectives were defined to guide the investigation: i. Describe the institutional context of the researched school, including its relationship with the school community (students, families, teachers, and staff) in educational processes, the results of SIMAVE external assessments from the 2nd year onward, the existence of students at different performance levels, and the development of the teaching and learning process with these students; ii. Analyze how teachers use the results of SIMAVE formative assessments in Portuguese Language to organize pedagogical planning, considering the role of management in articulating large-scale assessments with the curriculum; iii. Propose an Educational Action Plan (PAE) focused on developing a reading and writing protocol, to be implemented from the 1st to the 5th year, which integrates the skills identified as deficient in SIMAVE formative assessments with the competencies outlined in the Minas Gerais Reference Curriculum (CRMG), promoting actions that enable 5th-year students to achieve the recommended performance level in the PROEB summative assessment in Portuguese Language. Methodologically, a qualitative approach was adopted, with document analysis and data collection through an opinion questionnaire applied to eighteen classroom teachers at the researched school. The data analysis, based on the Likert Scale, revealed that, although there are management, monitoring, evaluation, and planning actions, these are not very effective in reducing the number of students at performance levels below the recommended standard, i.e., below what is expected for 5th-year students in reading. Finally, a PAE was proposed, focused on improving the performance of students at the low and intermediate levels of SIMAVE, with monitoring through a protocol applied during the pedagogical intervention.