Apropriação dos resultados nas avaliações externas no desempenho dos alunos em matemática : um estudo de caso

Abstract

This dissertation was developed as part of the Professional Master's Degree in Education Management and Evaluation (PPGP) at the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The case study was carried out to analyze mathematics performance in the 3rd year of high school at the Cassiano Mendes State School (EECM), located in Pedra Azul, Minas Gerais, using the SIMAVE/Proeb results as a starting point. The main objective of the research is to understand how the results of SIMAVE / SAEB, in the subject of Mathematics, are appropriated at EECM, as well as to describe the results obtained in Mathematics in SIMAVE / PROEB between 2017 and 2023 by EECM, to analyze how EECM has appropriated the results obtained in Mathematics in SIMAVE / PROEB and finally to propose an action plan to improve the process of appropriating the results obtained in external evaluations. This analysis is important for ensuring equitable access to educational opportunities and improving the quality of teaching at the institution. The research adopted a qualitative approach, using instruments such as evaluation reports, the Pedagogical Political Project, meeting minutes, interviews with teachers and questionnaires applied to students. The research is based on authors such as Freire (1987) and Cury (2010), who highlight education as a right and its transformative role, as well as Bessa (2007) and Barboza (2016), who address learning difficulties in mathematics. The contributions of Tardif (2014) on teaching knowledge and Bauer et al. (2015) and Fontanive (2013) on external assessments are essential for analyzing performance in Mathematics and proposing improvements in learning at the Cassiano Mendes State School. The results of the research indicated a lack of use of active methodologies in the teaching of mathematics, the failure of teachers to appropriate the results of external assessments, and the presence of a teaching team made up of teachers with many years of service and others recently hired, which can have an impact on the pedagogical approach and student performance.