A apropriação de resultados do sistema mineiro de avaliação (SIMAVE) no ensino médio: desafios e possibilidades para uma gestão colaborativa

Abstract

The present dissertation was developed in the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora (CAED/UFJF). Based on the evidence presented by the management case, was discussed the use of data from the Mineiro System of Evaluation (SIMAVE) by the teachers of the 3rd year of High School and by the specialist of Basic Education of this segment at the State School Presidente Juscelino Kubitschek de Oliveira, belonging to the public teaching network of the State of Minas Gerais, located in the municipality of Vazante. The search was for understanding how the results of the large scale evaluations have been appropriated by these actors to think educational strategies in the researched school. We define, therefore, as a research question: in what way have the data of SIMAVE in Mathematics been used to think educational strategies at the State School Presidente Juscelino Kubitschek de Oliveira? The objectives that contribute to the understanding of the case study are: i) to identify evidence of the case of management of the State School Presidente Juscelino Kubitschek de Oliveira, investigating the process of appropriation of the results of SIMAVE in Mathematics in High School; ii) to understand how the teachers of the 3rd year of high school, as well as the Specialist of Basic Education in of this teaching stage in the school investigated, have appropriated the results of the external evaluations, identifying their approaches and how they deal with this state public policy ; iii) to propose a plan of action for the constitution of a school management attentive to the challenges and possibilities of the public policy of the large-scale evaluation at the research locus, returning to the school community the investments of the research. We hypothesize that collaborative management can contribute to the promotion of equity in the High School if it is based on a critical appropriation of public education policies, in the case of large scale evaluation, in dialogue with the pedagogical practices existing in the school. We adopted qualitative research as a methodology, as it allows for a critical approach, considering in the analyzes social, cultural and economic aspects that can explain how the teachers of the investigated school understand the impacts of the implementation of public policies in the daily life experiences of high school. As a methodological procedure we opted for the exploratory study in the first stage of the research and an unidentified questionnaire for the subsequent one. Thus, from the exploratory study we raised evidence to support the questionnaire, focused on questions of the process of understanding external evaluations in the school investigated. After analysis we found that, in the exploratory study as well as in the questionnaire, some teachers do not know the specificities of the public policy of large-scale evaluation. It was also possible to verify that there are pedagogical actions carried out in the school that could contribute to the development of the students considering the results of the evaluation in large scale, being necessary, in this sense, a management profile that contributes both for the understanding of limits and potentialities of the public policy and the strengthening of existing pedagogical actions. In this sense, we proposed an Educational Action Plan that takes as reference the collaborative management, based on the expansion of spaces of dialogue in the researched school for the critical appropriation of public policies.