Fatores associados ao baixo desempenho no Proeb (Língua Portuguesa) dos alunos dos anos finais do ensino fundamental da Escola Estadual “Quinzinho Inácio”

Abstract

The present study aims to understand the factors associated with low performance in the Portuguese Language section of Proeb among 9th-grade students at "Quinzinho Inácio" State School. The specific objectives are: to describe the "Quinzinho Inácio" State School and its students' performance data in external assessments, particularly Simave/Proeb; to analyze the factors contributing to the low performance of students at this school in recent editions of the Simave/Proeb assessments; and to propose an action plan aimed at developing strategies to improve student performance in external assessments as well as enhancing the teaching-learning process. To achieve this, a literature review was conducted, referencing authors who helped understand the intra- and extra-school factors associated with low performance. This qualitative study was carried out through document analysis and the application of questionnaires to 40 students who participated in external assessments in 2023, as well as interviews with the three Portuguese teachers directly involved in preparing students for these assessments, along with the team of specialists and school management. The weaknesses identified in the school reflect significant challenges in the educational environment. Among them are the low integration of external assessment reports into curricular planning, the predominance of individualized and traditional pedagogical practices, the lack of systematic monitoring by school management, the absence of shared responsibility in the development of skills and competencies, and the lack of clarity regarding the diagnostic nature of external assessments as a basis for interventions. Additionally, weaknesses were observed in interpersonal relationships between teachers and students, as well as limited family and community involvement in school activities. In response, an Educational Action Plan was proposed, featuring initiatives aimed at overcoming the identified challenges. This plan seeks not only to improve external assessment results but, more importantly, to foster meaningful learning, transforming the school into a genuine environment for instruction, training, and skill development.