Estudo de caso sobre a gestão pedagógica dos resultados educacionais de quatro escolas municipais de Teresina (Piauí)

Abstract

This dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policy and Evaluation of Education of the Federal University of Juiz de Fora (CAEd / UFJF). Based on the management case studied, it was possible to discuss how the management teams of the teaching units of the municipal public school of Teresina-PI, east region, understand the evaluation and the use of the results in the improvement of the teaching offer and consequently in the students' performance. The general objective of this study was to analyze how management teams use the results of external evaluations (Saethe, SAEB and Prova Teresina) to guide the pedagogical management work. The research has as specific objectives to characterize SEMEC, as well as the teaching, evaluation, management and partnerships policies that involve the municipal education system; To understand the importance of broad evaluations in the teaching policies of schools and the Teresina municipal network and to propose interventions in the practice of using the results aiming at a pedagogical management in order to use efficient and effective pedagogical strategies to improve performance. from the students. The guiding question of the study was: How do school management teams use the results of large-scale assessments to guide the school pedagogical management work? Starting from the perception of the school superintendent during the monitoring moments, it was assumed that the schools of the Teresina municipal public network are already doing the statistical analysis of the evaluation results, but the use of the results for the improvement of the pedagogical management is not as good. effective. To carry out the research, the methodology used was the case study developed in four teaching units, working with a qualitative approach, based on Richardson (1999), Lakatos and Marconi (2003) and Gil (2008). The data collection instruments used were questionnaires applied to 12 5th and 9th grade teachers of Portuguese language and mathematics subjects and interviews with 4 principals and 4 pedagogical coordinators. These instruments were analyzed according to the theoretical framework based on the evaluation conception of the authors Bonamino and Sousa (2012), Hoffmann (2000), Luckesi (2011), Gatti (2014), among others. The analysis of these instruments showed that the management team of the researched teaching units have a conceptual notion of the evaluation, but that this notion is still limited because they do not feel participants in the evaluation process. they are shallow and immediate, not part of the school project and that accountability for results is linked to the merit-enhancement program. This analysis both elaborates the Educational Development Plan (PAE), which consists of five steps: promotion of study groups; agreement on the role of each subject involved in the pedagogical management of the school; continuing in-service training; instrumentalization and monitoring of schools in a movement of insertion of the results of the evaluations in the pedagogical meetings and renewal of the pedagogical political project of the schools. These actions were designed to develop in schools a culture of appropriation of the results of external evaluations.