Impactos do Sistema permanente de avaliação da educação básica do Ceará (Spaece) na educação matemática: a apropriação pedagógica dos resultados na escola estadual de ensino fundamental e médio José Tristão Filho

Abstract

This present text is developed under the Professional Master's Degree in Education Management and Evaluation (PPGP) of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), linked to the College of Education of the Federal University of Juiz de Fora. The management case studied is related to the appropriation and use of the results of the external evaluations of the Permanent System of Evaluation of Basic Education of Ceará – (Spaece) by the school management, Mathematics teachers and related areas of the EEFM José Tristão Filho. This study is justified because we consider that the diagnostic character of external evaluations can be used as a clue to think about the pedagogical resources of the school, the development of proposals and goals to overcome difficulties, as indicated by the results obtained. As a general objective, this study intends to investigate and analyze the reasons why the EEFM José Tristão Filho has been obtaining results in critical ranges with regard to Spaece in Mathematics. Based on this objective, we have the following research question: What strategies can be adopted at EEFM José Tristão Filho to improve its results, located in critical ranges, in the subject of Mathematics in the Spaece? The research methodology adopted was qualitative in nature, using report cards with the results of the Spaece; questionnaires applied to teachers from different areas; Round of Conversation with Mathematics teachers and Area Coordinating Teacher (PCA); and semi-structured interview with the school manager. Based on the analysis of the data generated during the research, we realized that there are gaps in the analysis and discussion of data from the large-scale assessment; its possible use in school planning; the integration of subjects for accountability for the results of the school institution. Based on this, we present an Educational Action Plan (PAE) that aims to contribute to school management to improve the school team's understanding of the Spaece and the possible pedagogical use of the data produced by the large-scale assessment.