Desempenho dos alunos nas avaliações formativas de Língua Inglesa do Simave: estudo em uma escola estadual da região metropolitana de Belo Horizonte - MG

Abstract

This dissertation, conducted within the scope of the Professional Graduate Program in Public Education Management and Evaluation (PPGP-CAEd/UFJF), investigated the performance of students from a public school located in the Metropolitan Region of Belo Horizonte, Minas Gerais, Brazil, in the English Language formative assessments of Simave (Minas Gerais System for the Assessment and Equity of Public Education) administered between 2022 and 2024. The study was guided by the following research question: Considering the varying performance of students at the investigated school in the English Language assessments administered by Simave between 2022 and 2024, what actions can school management implement to improve these learning indicators? The general objective was to analyze the factors associated with students' performance, with emphasis on pedagogical practices, student engagement, teacher education, and school infrastructure. This general objective was further developed into the following specific objectives: to describe Rodrigo de Azevedo State School and the results obtained in the assessments; to analyze the characteristics of students' performance in English Language formative assessments in the 9th grade of Elementary Education and the 3rd year of Upper Secondary Education; and to propose an Educational Action Plan aimed at improving pedagogical management in the school, thereby contributing to the enhancement of English language teaching and learning and, consequently, to better results in large-scale assessments. The study adopted a qualitative approach with a case study design. Data were collected through document analysis and semi-structured interviews conducted with one English Language Basic Education Teacher, three Basic Education Specialists, and the Coordinator of the New Upper Secondary Education Program. These participants contributed with their experiences regarding the educational practices developed at the investigated school, particularly in English language teaching. Data were analyzed using Bardin's (2016) content analysis methodology, through a process of categorization and organization of information, enabling a deeper understanding of the nuances of the investigated phenomenon. The theoretical framework is grounded on three main pillars: curriculum, language teaching methodologies, and large-scale assessment. These foundations supported all stages of the research, from the introduction to the discussion and conclusion. In the field of curriculum studies, the contributions of Young (2014a), Apple (1979; 2006), and Sacristán (2006) support discussions on the role of knowledge, educational inequalities, and the adaptation of curriculum to the school context. Regarding language teaching methodologies, the study draws on Ellis (1997), Kumaravadivelu (2003), and LarsenFreeman (2000), who advocate communicative, flexible, and learner-centered approaches. Concerning large-scale assessment, the research is supported by the critical reflections of Freitas (2007a; 2007b) and Apple (1979; 2006), who discuss its uses and impacts on educational quality and equity. The findings suggest that students' performance in large-scale assessments is influenced by multiple pedagogical, structural, and contextual factors. Therefore, the proposal of pedagogical management strategies that can be incorporated into the daily routine of the school in order to improve English language learning depends on the identification and discussion of these factors. Finally, an Educational Action Plan was developed, focusing on five main areas: collaborative work among English language teachers; continuing professional development; the systematization of English language teaching at Rodrigo de Azevedo State School; the development of a student incentive policy; and the establishment of goals, monitoring, and review of educational outcomes. It is expected that this plan will contribute to strengthening the teaching-learning process while respecting the specific characteristics of the investigated school and promoting a more equitable and effective education.