Apropriação dos resultados do Sistema Mineiro de Avaliação e Equidade da Educação Pública/Programa de Avaliação da Rede Pública de Educação Básica (Simave/Proeb) em Língua Portuguesa no 3º ano do Ensino Médio: um estudo em uma escola pública do Extremo Norte de Minas Gerais

Abstract

This dissertation, developed within the Professional Master's Program in Public Education Management and Evaluation, affiliated with the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (PPGP/CAEd-UFJF), examines how a state school in the far north of Minas Gerais appropriates the results of the Simave/Proeb external assessment in Portuguese Language for third-year high school students. The research question guiding the study is: how does this school appropriate its Simave/Proeb results in Portuguese Language for the third year of high school? The general objective is to analyze how the appropriation of Simave/Proeb external assessment results in Portuguese Language for thirdyear high school students has taken place at a public school in the North of Minas Gerais. The specific objectives are: 1) to identify evidence, drawn from the management case of the school under study, of the process by which Simave Portuguese Language results for the third year of high school are appropriated; 2) to understand how teachers, as well as the Basic Education Specialist and the school management team, have appropriated the Simave external assessment results; and 3) to propose an action plan aimed at building a school management approach that is attentive to the challenges and possibilities of using data at the institution studied. The study is qualitative and exploratory in nature. It drew on document analysis of the school's PoliticalPedagogical Project, its bylaws, meeting minutes, reference matrices, and Simave pedagogical reports, covering the period from 2018 to 2023, along with questionnaires administered to 34 teachers and semi-structured interviews with school administrators and Basic Education Specialists. The theoretical framework draws on Brooke and Cunha (2011) and Schneider (2021) on the appropriation of assessment results; Perrenoud (1999), Hoffmann (2023), Gatti (2009), and Dias Sobrinho (2023) on formative assessment; and Saviani (2007), Brandalise (2020), Afonso (2023), and Freitas et al. (2009) on education policy. The fieldwork data reveals a stage of appropriation best described as technical-reflective: teachers monitor and reflect on Simave data, but this reflection does not consistently translate into changes in teaching practice. The findings show that nearly all teachers depend on institutional mediation to access the results; that Module II meetings are the main venue for discussing the data; that there is tension between teachers' discourse, which favors shared responsibility, and the views held by part of the management team, which still places primary responsibility for results on Portuguese Language and Mathematics teachers; and that mock tests predominate as the main strategy for using the data, rather than more systematic pedagogical interventions. The historical analysis of proficiency scores shows a sharp drop in 2021, followed by a gradual recovery in subsequent years, though without returning to pre-pandemic levels. In response to this diagnosis, the proposed Educational Action Plan is structured around five actions: reporting the research findings back to the school; ongoing training for specialists and teachers in reading and interpreting Simave data; systematic integration of the results into pedagogical planning; strengthening a culture of shared responsibility and interdisciplinary work; and moving beyond practices focused exclusively on test preparation. The actions were organized using the 5W2H tool and are scheduled for the second half of 2026, within the school's regular spaces and timeframes.