Escola do Sistema Socioeducativo da Rede Estadual de Minas Gerais: os desafios para relacionar a avaliação da aprendizagem às diretrizes pedagógicas para atendimento socioeducativo numa unidade de Governador Valadares

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The management case focused on the challenge of evaluation through the implementation of pedagogical guidelines for socio-educational care in the State of Minas Gerais, specifically at Escola Estadual Marechal Floriano. The study shows that the assessments do not comply with the pedagogical guidelines for socio-educational care in the State of Minas Gerais. In this sense, we ask ourselves: what actions can be taken to improve the evaluation process at Escola Estadual Marechal Floriano, since it does not present an alignment between what the pedagogical guidelines advocate for socio-educational care in the State of Minas Gerais advocate? The present management case has the general objective to problematize the evaluation process at the Escola Estadual Marechal Floriano, which makes up the socioeducational system, and to propose actions to minimize the difficulties arising from this situation. The study has the following specific objectives: i) to describe the evaluation process at Escola Estadual Marechal Floriano and the resulting problems; ii) to analyze the difficulties of managing the evaluation of a school in a socio-educational regime; and iii) propose an intervention plan with actions for the problems arising from the evaluation at Escola Estadual Marechal Floriano. Therefore, we use, as a theoretical framework to discuss evaluation in the evaluation process, the analyzes of Vasconcellos (2014), Hadji (2011), Lück (2011), Almeida (2009) and Perrenoud (2009) address the topic evaluation to support the topic in the study. In order to understand the socio-educational system, as well as the evaluation process in it, Corrêa (2010), Fogaça (2015) and Soares (2020) are presented. The methodology used in this study will be qualitative, and for the field research, interviews and questionnaires were carried out. It is concluded, then, that the evaluation in the school under study is not in line with the pedagogical guidelines for educational service of the socio-educational system in the state of Minas Gerais, and that actions need to be carried out so that students are evaluated in a more qualitative way. and individual, valuing the analysis of the trajectory taken by the students in the institution.