Apropriação dos resultados do Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE) e sua repercussão na Escola de Ensino Médio Raimundo Nonato RibeiroemTrairi-CE

Abstract

The present dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF).The general objective of the management case is to investigate and analyze the process of appropriation of the results of the assessments of the Permanent System of Basic Education Evaluation (SPAECE) in the Raimundo Nonato Ribeiro School, located in Trairi, in the state of Ceará. It has as specific objectives: to describe the Raimundo Nonato Ribeiro School and its results in SPAECE; to analyze how the appropriation of results by management and teachers of the institution occurs; to discuss the senses and meanings of the appropriation of results, as well as models of appropriation and propose an Educational Action Plan -EAP, which suggests intervention mechanisms, enabling a greater applicability of the results of these evaluations to be developed systematically and effectively,appropriate pedagogical actions, with efficient and effective strategies that can, in fact, generate satisfactory results, focusing on student learning. We assume as a hypothesis that the school needs to improve the appropriation of these results in orderto improve its internal and external learning outcomes. To this end, we used a qualitative research methodology, based on document analysis and bibliographic research. This analysis pointed out elements of appropriation of results already developed in theschool, but also revealed gaps, especially in relation to the systematization of the actions of data discussion, continuous training and the time spent for discussion and deepening in relation to what the data, as well as the elements that the contextual factors reveal. From the debates about such elements and the need to understand the data in their specificities and significance within the school environment, the present research was developed, in which the need for a better understanding of the universesurrounding the evaluations was highlighted. Such factors analyzed in the light of the theoretical frameworks provided the basis for chapter three and supported the proposal of an intervention plan focused on the use of protocols and materials that contemplate the peculiarities of the school reality.