Possibilidades de uso dos resultados do SPAECE do ensino fundamental para subsidiar a gestão pedagógica numa escola de ensino médio

Abstract

This work discussed the possibilities of pedagogical use of the results of the Permanent System of Basic Education Evaluation of Ceará (SPAECE), aiming to improve the learning process of 1st year high school students in a state high school located in Ceará’s countryside in Aratuba city. This school has shown high levels of failure in 1st year classes, due to students' learning difficulties caused by the lack of basic knowledge of Portuguese and Mathematics. In this context, the individual results of SPAECE related to the 9th year of elementary school are characterized as source of information about the proficiency levels of 1st year high school students, which led as to the following research question: In what way the results of the SPAECE of the 9th grade year of a municipal system elementary school can subsidize the pedagogical management of a secondary school of the state system? The objectives defined for this study were: i) To describe Ceará’s educational evaluation policy, characterizing the researched school in this context; ii) Analyze the potential pedagogical use of results of SPAECE of the 9th year for an ongoing improvement in learning of the students of the 1st year of high school and iii) To propose an action plan to promote the appropriation and pedagogical use of the SPAECE results of the 9th year of elementary education by the teachers of 1st year of high school. The discussions developed were based on Dubet (2018), which presents the concept of a fair school, and on authors that address the role of external evaluations in the construction of quality education, such as: Blasis (2013), Bonamino and Sousa (2012) , Brooke and Cunha (2011) and Machado and Alavarse (2014), among others. The research is a study case of qualitative approach and the data was collected through semi-structured interviews, applied to members of the managerial center and teachers from the investigated school. In the analysis of the data, we verified that the appropriation of the results from the school itself is incipient and that no work is done with the individual results of SPAECE of the 9th grade. In order to contribute to the establishment of a culture of appropriation and use of the results of the SPAECE in the school, the Educational Action Plan (PAE) presented brings actions aimed at continuing education program, aiming educational evaluation, for teachers, in addition to it conducting workshops on appropriation of results, and collective elaboration of intervention actions based on the data analyzed. Finally, it is also proposed the involvement of students and parents in this process.