O uso pedagógico dos resultados do SPAECE em uma escola de ensino médio: desafios e possibilidades

Abstract

This dissertation, developed within the scope of the Professional Master's degree in Management and Evaluation of Public Education (PPGP) of the Public Policies Center and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), presents a management case that discusses the role played by the school management in the process of appropriation and use of educational data in a regular high school in the interior of the state of Ceará, in Brazil. Despite participating in evaluation and management policies for results, the investigated educational institution shows a decline in its performance both in internal and external evaluations, the latter here represented by the Permanent System of Evaluation of Basic Education of Ceará (SPAECE). This study aims to understand how school management uses educational data from assessment and management systems. That said, the following research question was aligned: what are the challenges of the management team in the use of educational data to support pedagogical practices at school? To seek answers to this question, we initially surveyed the evaluation and use of data policies of the Secretariat of Education of Ceará (SEDUC/CE), and how these elements are implemented in the micro context. Subsequently, we undertook an analysis based on the bibliographic review of PPGP dissertations in search of studies with research objects similar to ours and to which we could contribute with the discussions held so far. The theoretical conceptions are based on the contributions of the following authors: Oliveira (2015, 2020), Vilardi and Paes de Carvalho (2019), Abrucio (2010), Moro, Vinha and Morais (2019), Lück (2000), Machado C. (2012), Machado M. (2020), Matus (1989), among others. For data collection, we applied questionnaires to all school teachers and conducted semistructured interviews with the principal and the school superintendent. Due to the main considerations obtained from the collected data, we infer that there is a lack of alignment between the members of the management nucleus and, consequently, of a collective involvement in the school's strategic planning, which contributes to the use of data being conditioned to the demands of the Regional Education Development Coordination (CREDE)/SEDUC. Furthermore, the conception of the use of these data is restricted to the presentation of results, limiting the use of management systems, while the educational institution does not appropriate the results of the 9th year SPAECE to plan from the references on the students it receives annually. From the found results, we present the Educational Action Plan (PAE), which brings actions that aim to create opportunities for participatory management in the circumstance of the pedagogical use of educational data, both external and internal, and in the alignment of the management work. It also intends to consolidate CREDE's technical visits as a training break for the management team, developing the technicalprofessional competence that enables institutional self-assessment based on the results, reverberating in the school's strategic planning for improving learning and consequently of better student performance.