Apropriação dos resultados das avaliações externas do Sistema Mineiro de avaliação e equidade da educação básica em matemática: estratégias para a melhoria da aprendizagem em uma Escola Estadual

Abstract

The present work was developed in the Graduate Program in Management and Evaluation of Public Education (PPGP) of the Center of Public Policies and Educational Evaluation from the Federal University of Juiz de Fora (CAEd/UFJF), which is linked to the School Education. This study aims to analyze and reflect on the appropriation of results in Mathematics from the Public System for Basic Education Evaluation Program (Proeb), which comprises the large scale tests from the Public Education Evaluation System of Minas Gerais (Simave). This approach of working with primary and secondary school results from Simave/Proeb evaluations on Mathematics is justified by identification of a high percentage of students with low and intermediate performance levels in this subject. Taking this context into consideration, the present research has the general objective of analyzing how the administration of the Marinho Gonçalves State School makes use of the external test results from Simave/Proeb on Mathematics, aiming to propose pedagogical strategies that optimize the use of these data and promote learning in this subject. The specific objectives include I) to identify evidence of low performance levels of the Marinho Gonçalves State School from Simave/Proeb in Mathematics; II) to analyze how the Simave/Proeb data are used by the school’s educational management; III) to investigate and understand how the school’s teachers and specialists work with the information from the Simave/Proeb evaluations’ public education policies; IV) to suggest strategies and actions that contribute to resolving the highlighted issues, regarding better use the data and consolidation of the external evaluations’ results, contributing to better teaching learning of Mathematics. For that purpose, a qualitative research methodology was used, along with instruments such as an exploratory study of the report cards with Simave results, in the Political Pedagogic Project (PPP), in the parent-teacher meetings; as well as field research tools, with a questionnaire answered by the teachers and an interview with the school administrator and specialists. Based on data analysis of the research, we identified gaps in the appropriation of the Simave/Proeb evaluations’ results, especially regarding data comprehension, collaborative work, and understanding of its public education policies. Furthermore, challenges on data usage were noted, as well as integration of subjects for accountability on the results and implementation of strategies to improve teaching Mathematics in the school. Although teachers understand the evaluation processes, difficulties persist in interpreting contextual data. To use the results effectively, it is crucial to involve them in the analysis, broadening their perspective on external assessments as diagnostic tools. Management faces challenges in fostering collective and interdisciplinary ownership, making it essential to align evaluation, curriculum, and pedagogical practices to strengthen collaboration. Faced with this scenario, this study presents an Educational Action Plan (EAP) aiming to help the school’s administration and improve the team’s understanding of the SIMAVE/Proeb, as well as to promote the pedagogic use of external test data for better lessons.