Apropriação dos resultados das avaliações do SPAECE: estudo de caso de uma Escola Estadual de Ensino Médio do Ceará

Abstract

This study, developed within the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), sought to understand how the managers and teachers of a school in Ceará, called as SB School, located in Canindé, appropriate the results of the evaluations of the Permanent Evaluation System of Basic Education of Ceará (SPAECE). In front of it, we list as a research question: how do the SB School managers and teachers appropriate and use the results of the SPAECE evaluations in the development of their pedagogical actions? The specific objectives defined for this study were: i) describe the state policy of educational assessment and the context of the SB School; ii) analyze how the appropriation and use of SPAECE results happen at Escola SB; iii) and propose actions within the school that promote a better appropriation of SPAECE results and help achieve the expected results. For the development of this study, a bibliographic research was initially made, and then, a qualitative research as a study of case (YIN, 2001). For the data collection process, semi-structured interviews were conducted with the school management team, as well as the application of a questionnaire to all teachers in the school surveyed. The collected data were analyzed from the following theoretical references: Bonamino and Sousa (2012), Brooke and Cunha (2011), Machado (2012), Sousa and Oliveira (2010), Blasis (2013),Fontanive (2013), Lück (2009) and Sawicki and Pagliarin (2018). The results found out show that school managers and teachers of school recognize SPAECE as a pedagogical tool, which provides subsidies to qualify teaching practices. However, they present difficulties to interpret their results and use them in favor of learning improvement. The results appropriation practices, at school, emphasize the reading of data and the analysis of error and hit percentages, rather than a pedagogical reflection. In front of it, the Education Action Plan (PAE) presented has as core the continuing education for managers and teachers in order to enhance the performance of the school manager facing the practices of appropriation and use of results, developed at school and reframing these processes, so that the data can be understood beyond numbers and be used pedagogically by the teachers in the planning of the classes, in favor of learning improvement.