A gestão de resultados da aprendizagem e as ferramentas de gestão de dados disponíveis para as escolas do Estado de Minas Gerais: um caso de gestão

Abstract

This dissertation is developed within the scope of the Professional Master in Management and Education Assessment of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora (CAEd/UFJF). This study has as its guiding question: how to pedagogically use the data of students' learning at school? To this end, we initially assumed that the lack of use of student learning assessment data to make the teaching-learning diagnosis means that the data tools provided by the State of Minas Gerais were not used as a management tool pedagogical. We adopted, as a methodology, qualitative research because it allows a critical approach considering in the analyzes how the Large-Scale Learning Assessments (LSLA) policy was understood and used in the researched school routine. As a methodological procedure, we opted for an exploratory study, an unidentified questionnaire for teachers and a semi-structured interview for the pedagogical supervisor and the deputy director. From the exploratory study, we raised evidence to support the questionnaire and the interview. Thus, our research started from the analysis of two axes: the use of data and the leadership of the director. After analysis, we found that, both in the exploratory study, in the questionnaire and interviews, part of the team was unaware of the objectives of LSLA's public policy as a diagnostic learning tool, consequently compromising the use of the data management tools of these assessments and the use of results in action planning. Thus, we bring a new type of leadership, transformational leadership, together with the pedagogical leadership of the school manager, where the principal has the role of contributing to a common and shared vision of the objectives of external evaluations as a diagnostic tool, as well as spending efforts on the capacities and motivation of teachers in the classroom. Aiming to contribute to the appropriation of LSLA’s and the use of the information generated for the elaboration of the school manager's strategic plan, we present at the end of this work an Educational Action Plan where we propose an Educational Quality Management System (SGQE) for the continuous improvement of internal management processes.