O uso de dados do Simave na Superintendência Regional de Manhuaçu - MG: desafios e possibilidades

Abstract

This study 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). This research sought to understand the challenges faced by the school principals of the Regional Superintendency of Education (SRE) of Manhuaçu in applying the external assessment data of the System of Evaluation and Equity of Public Education of Minas (Simave) in the exercise of the pedagogical educational outcomes management. Thus, the following research question was formulated: what are the challenges the school principals face regarding the application of the data collected from Simave, and the possibilities of support offered by the SRE to encourage this practice within schools? To answer this question, we firstly conducted a document review on the data usage policies of the State of Minas Gerais’ Secretariat of Education (SEE/MG). Secondly, we conducted a literature review using the PPGP Bank of Dissertations to comprehend and better situate our object of study. Lastly, an anonymous mixed questionnaire was administered to 54 school principals of the SRE of Manhuaçu. Among the references that supported the analysis of the questionnaire results, we would like to highlight: Boudett, et al (2020); Wayman et al. (2012); Lück (2009); Lelis e Hora (2019); Paro (2011); Soares (2004); Soares et al. (2002); e Teixeira e Malini (2012). Upon the conclusion of the analysis, we identified five factors that interfere with the use of Simave data by the schools under the jurisdiction of the SRE of Manhuaçu, which, in the perspective of the school principals who participated in this study, are: teachers' attitude towards the data; principals' time; knowledge and training of principals; management systems; and collective participation. With that in mind, we presented the Educational Action Plan (PAE) which consists in the following actions: i- the implementation of in-person and virtual trainings with the school principals in order to work on concepts involving the external assessments and to broaden the understanding of the organization and use of working time at school; ii- the collaborative elaboration of protocols for conducting meetings for application and analysis of the results; iii- the organization and sharing of a bank of protocols related to the collective use of Simave data; iv- the creation of guidelines for forming and running teacher commissions with a focus on evidence-based work, which will then strengthen data usage in the schools’ culture; and v- the forwarding of reports to the SEE/MG about the issues identified in the management systems associated with Simave. Therefore, we expect that our research can contribute to the SRE schools in the strengthening of more effective pedagogical management as well as in the use of data in planning processes.