Desempenho dos estudantes da Escola Estadual Olegário Maciel nas avaliações externas do PROEB/SIMAVE na disciplina de matemática no período de 2012 a 2017

Abstract

This thesis was developed within the scope of the Professional Master’s Degree in Management and Assessment of Public Education (PPGP), in the Center for Public Policies and Educational Assessment of the Federal University of Juiz de Fora (CAEd/UFJF). It sought to answer the question: “According to the PROEB (Professional Master Programs to Qualify Basic Education Teachers of the Public Network) external assessments, what factors can influence the low performance of the senior high school students from the Escola Estadual Olegário Maciel (Olegário Maciel State School) in the subject of Mathematics?”. Stemming from a consult of the school results concerning the PROEB-Mathematics, on the SIMAVE/CAEd website, it was possible to notice that the senior high school students’ performance at the aforementioned school has been oscillating between 2012 and 2017, prevailing in the years observed, a low performance standard. Therefore, the general objective of this management case was to answer the question hereby identified. The specific objectives were: to describe the school and its data collected from the PROEB external assessments regarding the subject of Mathematics; to analyze the data from the semi-structured interviews carried out with the pedagogical supervisor and the Mathematics teachers focusing on the results obtained by the senior high school students; and to develop an action and intervention plan aiming to improve the students’ performance in the school assessments. In order to establish a dialog with the management case discussed in this thesis, two theoretical axes were identified: appropriation of results and school management. In the appropriation of results, the works of Fontanive, Elliot e Klein (2007); Luckesi (2011); Machado (2012); Alavarse, Bravo e Machado (2013); Machado (2013); Neto (2013); Silva (2013); Alves (2014); and Machado e Alves (2014) were selected for the theoretical foundation. To analyze the school management, the study relied on the contributions from Luck et al. (2001), Paro (2010), Lima (2013), Gelatti e Marquezan (2013), Ferreira (2016), and Burgos (2017). In the literature review, the study utilized already existing works on the PROALFA (Literacy Assessment Program) and PROEB, developed in the theses of Lima Martins (2013), Osório Martins (2013), and Chagas (2017). During field research, semi-structured interviews were carried out with the pedagogical supervisor and the basic education and high school Mathematics teachers. Through the data collected in this study, an Educational Action Plan (PAE), whose aim is to implement a new culture of appropriation of the PROEB results in the school investigated, was proposed. The actions aim to instigate collective and systematic debates on the results obtained, as well as keep the already existing accountability and sharing in the school, and to consolidate the importance of external assessments.