Avaliação externa e gestão pedagógica: o caso da Escola Estadual Prefeito Maurício de Azevedo

Abstract

The present management case's study focuses on pedagogical management and brings up a discussion on how the use of the results of the Minas Gerais System of Evaluation and Equity of Public Education (SIMAVE)'s external evaluations can contribute to teacher planning in the researched school. That considered, the study is based on the following question: How can school management assist teachers in using the results of external evaluations? The general objective is to understand how the pedagogical team uses the results of external evaluations in school planning. The specific objectives are: I) to describe the external evaluation policy in national and Minas Gerais contexts, characterizing the researched school; II) to analyze the pedagogical use of SIMAVE’s results to improve the school and students in the 5th year of schooling’s performance; III) to propose an action plan with the intention of promoting the strengthening of the culture of strengthening ownership and of the use of external evaluation’s data. We assume as hypothesis that the understanding of external evaluations and the possibilities of using its data can help the pedagogical team carry out school planning, which may reflect on improving the performance of both students and school. From the above hypothesis, we conjecture that the external evaluation must be seen as an instrument capable of contributing to the pedagogical management from the moment that the educational actors have the knowledge to deal with its data. The theoretical framework contributes with concepts related to the appropriation of results, school management, pedagogical and results dimensions, the role of the manager and a brief approach on the curriculum from the perspective of the following authors: Heloísa Lück (2009), Cristine Machado (2012), Maria Helena Castro (2009), Schattner (2012), Marques (2017), Carvalho (2015), among others. For this task, we opted for qualitative research with document analysis, analyzing the adopted curriculum, the Portuguese language reference matrices of the Literacy Assessment Program (PROALFA) and the Basic Education Public Network Assessment Program (PROEB), as well as the activity report of the Digital Electronic Diary (DED). The questionnaires were applied to the teachers and the pedagogical supervisors of the researched school were interviewed. At the conclusion of the analysis of the collected data, it appears that the teachers of the school under study do understand the relevance of using the results of external evaluations in teaching planning and that school management has been developing results management, but there does not seem to be any significant improvement in pedagogical management in relation to students’ performance at the end of the 5th year of schooling.