A influência das avaliações externas na educação paranaense: a Prova Paraná Mais e a apropriação pedagógica dos resultados pelos professores de matemática

Abstract

This dissertation, developed within the scope of the Professional Master’s Program in Public Education Management and Evaluation (PPGP/CAEd-UFJF), analyzes the role of large-scale external assessments in educational management, with emphasis on the pedagogical appropriation of the Prova Paraná Mais results by Mathematics teachers of the 9th grade of Elementary School and the 3rd grade of High School in the State Education Network of Paraná. Large-scale external assessments have become fundamental instruments for diagnosing learning, monitoring educational policies, and promoting equity and teaching quality. In this context, Prova Paraná Mais, structured on the basis of Item Response Theory (IRT), enables the measurement of students’ skills and the continuous monitoring of results, supporting more effective pedagogical interventions. This research sought to understand how teachers read, interpret, and use assessment data in their pedagogical practices. To this end, bibliographic research, analysis of official documents from the Paraná State Department of Education (SEED/PR), a questionnaire applied to 108 Mathematics teachers from 50 schools with the best performance indicators in the assessment, and a focus group with 12 teachers were conducted. Data analysis followed the principles of Bardin’s content analysis, allowing the interpretation of both quantitative and qualitative information. The results indicate that, although teachers recognize the relevance of Prova Paraná Mais, significant challenges remain regarding the appropriation and pedagogical use of the results, especially in relation to instructional re-planning and the personalization of teaching strategies. It was also evidenced that continuing education, pedagogical mediation, and collaborative work are essential elements for transforming assessment data into concrete actions in the teaching and learning process. Based on these findings, an Educational Action Plan (Plano de Ação Educacional – PAE) was developed, articulating theory, practice, and educational management, focusing on teacher education, pedagogical feedback, and learning recovery. The PAE is consolidated as a formative management instrument aimed at guaranteeing the right to learning, reducing educational inequalities, and strengthening evidence-based pedagogical practice.