Reflexões sobre a apropriação dos resultados das avaliações externas de matemática: um estudo sobre a gestão estratégica da aprendizagem em uma escola de Betim / MG

Abstract

This study, developed within the Professional Graduate Program in Management and Evaluation of Public Education (PPGP/CAEd) at the Federal University of Juiz de Fora (UFJF), aims to identify the challenges and possibilities of using external assessment data in the strategic management of mathematics learning at E.E. Conselheiro Afonso Pena in the city of Betim, Minas Gerais. The need for this research arises from the increasing importance of external assessments in shaping public education policies in Brazil. The research is based on the reflections of authors such as Burgos (2020), Luckesi (2011), Gatti (2009), Dalcoso (2011), Machado (2023), Luck (2001), Veiga (2001), and D’Ambrósio (2005). This theoretical framework was chosen to clarify concepts such as assessment, strategic planning, learning management, the use of formative evaluation data, and the mathematics learning gap among students. As a methodological approach, data was collected through semi-structured interviews with the school’s management, pedagogues, and mathematics teachers at E.E.C.A.P. The interview focused on three main areas: I - the use of external assessment data, II - planning and management of learning, and III - ongoing professional development. Among the key findings from the field research, it is highlighted that the school lacks a consolidated culture of external assessment, the use of external assessment data is in its early stages, teachers' planning is homogeneous, and ongoing professional development is insufficient, particularly regarding understanding and using external assessment data. This gap affects the seriousness with which students approach the tests. To address these challenges, the study proposes an Educational Action Plan (EAP) structured around three main actions: strategic planning for the institution, improving the use of external assessment data and aligning mathematics teachers' lesson plans, and offering ongoing professional development for teachers during extracurricular hours (Module II).