Entre currículos prescritos e currículos praticados: um estudo de caso em uma escola de ensino médio de Apuiarés - Ceará

Abstract

The present thesis was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The research sought to understand the educational actions, math classes and projects that make up the curriculum practiced at the São Sebastião High School, located in the city of Apuiarés-CE, identifying how these curricular actions connect with SPAECE and the use of its data. In this sense, the research presents as a general objective to understand how SPAECE's reference matrix for the 3rd grade and the practiced curriculum relate and how the data generated by this evaluation can improve the school's actions and projects. To this end, we list as specific goals: I) to describe the context and educational actions of the São Sebastião High School; II) to analyze the data on school performance at SPAECE; III) to investigate the actions and projects carried out at the school; IV) to compare the curriculum prescribed, the curriculum evaluated, and the curriculum practiced at the school, in order to understand how external evaluations influence these; V) to propose an action plan for the school to use the data from external evaluations to improve its educational actions and projects. For this purpose, the present research had a qualitative approach through the case study and used as instruments for data collection the documental analysis through the comparison between documents that represent the levels of curriculum development; the interview with semi-structured script with teachers and pedagogical coordinators; and the application of questionnaires with the students. The discussions developed in the research were based on authors such as Bonamino and Sousa (2012), Castro (2009), Frasseto and Ramos (2013), Machado and Alavarse (2014), Minhoto (2016), Mota (2012), Pinto and Viana (2015), Sacristán (2000), Santos, Gimenes and Mariano (2013), Saviani (2003), Soligo (2010), Zancanaro and Hungaro (2016), among others. The analyses made indicate that the school curriculum is too much influenced by SPAECE and that there is a deficiency in the pedagogical use of the data from this evaluation by school actors. In an attempt to find ways to address the problem found in the educational action plan, we suggest a cycle of continuous training whose objective is to work on the appropriation of data with the school's teachers.