Apropriação e uso pedagógico dos dados educacionais obtidos nas avaliações do Spaece: caso da escola de ensino médio Alfredo Machado

Abstract

This work was developed during the course of the Professional Masters in Management and Evaluation of Public Education at the Federal University of Juiz de Fora, carried out through a partnership with the Government of the State of Ceará through the Department of Education, with the aim of raise the quality of education offered. The study seeks to understand the importance of educational data and indicators obtained in the context of external evaluations, especially those of the Permanent System of Evaluation of Basic Education of Ceará (Spaece) for the pedagogical practices developed in Ceará schools, with an emphasis in the reality glimpsed in the context Alfredo Machado High School in the city of Madalena – CE. Furthermore, the use of these educational indicators as a pedagogical tool by teachers and by school management as a form of accountability was addressed. In this context, the ideas presented by Brooke (2015) were evidenced as a way to support this work, as he was one of the first researchers to study the implementation of large-scale external assessment policies in Brazilian schools. According to him, the advent of these educational instruments constitutes a milestone in public education as it references the development of some pedagogical actions and, in relation to the educational indicators elaborated from the data collected in external evaluations, the ideas and thoughts developed by Pontes (2012). This one deals with the importance of these elements for the construction of educational public policies, becoming a reference for teaching. As for the research methodology used, questionnaires and interviews were applied to the teachers of the mathematics discipline of the referred school and also to the management, and there was the collaboration of the pedagogical coordinator and the Support Teacher of the Area (PA) of Natural Sciences, Mathematics and its technologies. It was from the analysis of the contributions of these professionals that it was possible to identify some potential developed in the school, as well as some weaknesses, to then propose an action plan that was viable and significant to achieve an improvement in the learning of Mathematics