Interpretação e apropriação dos resultados do SIMAVE: Um estudo de caso do uso das informações da avaliação externa de matemática como instrumento de gestão curricular

Abstract

This present work was developed under the Professional Master Degree in Management and Public Education Evaluation (PPGP) of the Centre for Public Policy and the Education Evaluation Centre of the Federal University of Juiz de Fora (CAED/UFJF). The management case discussed the results of SIMAVE / PROEB in Mathematics in the 3rd year of Carmelita Carvalho Garcia State High School, located in Santana do Jacaré - MG, which challenge the school management to think about how to improve student learning. We seek to understand how the results of largescale evaluations have been appropriate for thinking educational strategies in the school surveyed. We then define as a research question: which elements have influenced the maintenance of a high percentage of students in this stage of schooling in lower performance standards? We defined as specific objectives for this study: i) to identify evidences of the case of management of Carmelita Carvalho Garcia State, investigating administrative and pedagogical elements that could explain the maintenance of students in low performance standards in Mathematics in High School; ii) understand how the institution's professionals deal with the information coming from the public educational policy of large-scale evaluation, recognizing the possibilities and limits of management actions to promote learning in this area of knowledge; iii) to propose an action plan for the constitution of a school management attentive to the information that comes from the research locus, returning the research investments to the school community. We assume as a working hypothesis that collective reflections can generate changes in the teaching proposal, around a broader conception of public policy of large-scale evaluation, understanding the data as important information for thinking teaching strategies, involving professionals from different areas of education. which could contribute in the medium term to a shift of students to the right of the proficiency scale. We adopted, as a research methodology, the qualitative research because it enables a critical approach, considering, in the analysis, 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 experience of teaching. Medium. As methodological instruments, we proceeded to an exploratory study of the Pedagogical Political Project - PPP, the minutes of weekly meetings between managers, specialists and teachers, and projects already carried out at school, based on strategically chosen reflection triggers, as well as a questionnaire and focus group. Based on the data analysis, it was possible to conclude that there are gaps in the pedagogical team regarding the understanding of the external evaluation policy as a diagnostic tool for discussion and curricular guidance. This closure led us to define five strategic actions through which, will provide moments of meeting with school managers, specialists and teachers to interpret, appropriate and use the information provided by external evaluations, with the purpose of directing pedagogical reflections and guiding the collaborative and participative work of teachers, focusing on the achievement of goals that express the advance in the quality of teaching and learning.