Apropriação e uso dos resultados do SPAECE: o caso da escola Antônio Sabino Guerra

Abstract

This dissertation, developed within the scope of the Professional Master’s Course in Management and Evaluation of Public Education of the Federal University of Juiz de Fora, sought to understand the possible pedagogical uses of evaluation data as a tool to improve learning in the Antonio Sabino Guerra High School. The question that gives rise to this research starts from the need to find means that favor the appropriation of the results of the various evaluations, whether internal or external to the school, so that they can be used in an appropriate way, as a subsidy for class preparation, promoting a school that can be fair and leads, with equity, access to knowledge. Authors like Dubet (2004), who deals with the school of opportunities, Perrenoud (1999), Soligo (2010), Christophe (2015), Machado (2012), Alavarse et al (2013) and Blasis were the theoretical contributions used in this work. We assume as a general objective to analyze how the teachers and management team of the researched school appropriates the results of the Permanent System of Evaluation of Basic Education of Ceará - SPAECE and as specific objectives: analyze the actions aimed at appropriating the results of external evaluations promoted by the school and how teachers perceive these actions; to understand how teachers perceive the relationship between the results of evaluations external to the school and the planning of the pedagogical work; and propose actions to optimize the use of the results of the external evaluations by the management team and the teachers of the school, contributing to the improvement of student learning. It is, therefore, a research that focuses on the pedagogical management of the school, focused on the restructuring of the conception of equality, based on evidence produced by SPAECE. For contributing to the understanding of social and political phenomena, this research is a case study, which is a methodology adequate to the achievement of the objectives presented here. As instruments of data collection, semi-structured interviews with the members of the school coordination were done, besides the application of questionnaires to the teachers of the researched school. From these instruments, it was noticed that the teachers have an unrealistic perception of the performance of the students, making it difficult to transform the evaluation data into effective pedagogical interventions. The coordinators perceive SPAECE as an important subsidy for the planning of school activities, however they must be more proactive in the contribution to the teaching work. Based on the results of the field research, an Educational Action Plan (PAE) was drawn up, which briefly proposes a better preparation of the management team to carry out workshops with teachers in order to have a better ownership and consequent pedagogical use of the evaluation data.