Fatores intraescolares e os resultados do PROEB em Matemática: um estudo de caso em uma escola da rede estadual de Minas Gerais

Abstract

The present research was developed within the scope of the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAEd/UFJF). In this study we investigated the intra-school factors that may have an influence on the results of school performance, in the subject of mathematics, of the students of the 9th grade of an Elementary School in the city of Cataguases. The goals defined for the research were; 1) to describe the public policies of external evaluation applied in the state of Minas Gerais through the Simave, in order to understand which intraschool factors may be influencing the school performance of the students of the 9th grade elementary school in the mathematics subject in the years 2011, 2012, 2013, 2014 and 2016; 2) to analyze elements about the school management and its team, teacher / student relationship, through observation, focus groups, interviews and questionnaires with the students, about the factors that are impacting their school performance; and to propose that in the other subjects and in all the years of elementary school the actions that influenced the results of the mathematics discipline be practiced, thus contributing to improve the scholastic performance of all the students. To achieve that purpose, we carried out a qualitative research as a case study, and as research methodology were applied: the analysis of school records, official websites, interviews with the management team, questionnaire with the specialists and a focus group of six elementary school mathematics teachers. The analyzes were based on the theoretical references of Soares (2004; 2007), Soares, Alves e Mari (2002) Lück (2010), Candian and Rezende (2012, 2013a; 2013b), Franco and Bonamino (2005) and Franco et al. 2007), Romero, Marri and Canguçu (2014), Nóvoa (1992a), Rodrigues (2015). The results indicated that the organizational management of the school seeks to exercise, within the possibilities, a participative management; that the Organizational Climate is a factor that should be a focus of attention in the school, since a good school climate, allows good relationships and allows dialogue and, finally, the need for continuous service training for school professionals.