Os limites e as possibilidades do uso dos dados educacionais pelas escolas de Fortaleza com apoio da superintendência escolar

Abstract

This dissertation was developed under the Professional Master's degree in Education Management and Evaluation (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied discusses the role of the Schools Superintendence of the Department of Education of Ceará (Seduc) as an important link that brings schools closer and as a resource in the flow and monitoring of public educational policies. The role of the Schools Superintendence is to monitor and support the management of schools, aiming to foster reflections and actions in three main axes: indicators, school processes and management instruments. The Schools Superintendence is an agency that stimulates the autonomy of schools, accompanying them in their functioning and supporting them in identifying weaknesses and seeking solutions for them. However, as schools have autonomy in the appropriation of data, according to their context, it is necessary to analyze how the Schools Superintendence has contributed and can improve the support given to strengthen management and improve learning through the use of data. The general objective of this study was to verify how the Superintendence can help in the use of data made available to schools, qualifying it for school management. The specific objectives are: a) to describe the role of the Schools Superintendence and how it has acted regarding the use of data available to schools; b) analyze how the Superintendence can improve the monitoring of policies and programs implemented in schools through supports and protocols and c) to propose an Educational Action Plan (PAE) with strategies and instruments of improvement for the Superintendence, which assist in the monitoring of schools in relation to actions to improve learning. The research revealed that the Schools Superintendence works with several actions, having to prioritize some in detriment of others. As the demands arise, it executes them, according to the momentary need, which disarticulates its routine of action aimed at strengthening the autonomy and school leadership so that the manager makes better use of the data in the planning of actions that help in the learning of the students. For this, workshops were proposed to school managers on the management systems and use of protocols, to improve the work routine and assist in the monitoring of structuring indicators. In addition, training on the Schools Superintendence was proposed so that managers can better understand their role and consequently have the training as support.