Baixo desempenho em matemática dos alunos de uma escola estadual do Vale do Jequitinhonha no Proeb: caminhos para superação

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The research is justified by the analysis of Proeb results that indicate that the Joaquim Santos Costa State School has approximately 80% of 9th grade students between low and intermediate levels. The analysis of the Proeb results covered the period from 2018 to 2023 and the data were obtained from the Learning Monitoring System (CAEd/UFJF) and the National Institute of Studies and Educational Research Anísio Teixeira (INEP). The general objective is to analyze the factors related to the low performance of students in the 9th grade of elementary school at E. E. Joaquim Santos Costa in Mathematics in the Simave/Proeb assessments, identifying their possible causes and as specific objectives: (i) describe the school studied, presenting its characteristics of infrastructure, staff and pedagogical practices and also the context in which it is inserted; (ii) analyze the challenges encountered by E. E. Joaquim Santos Costa in the pedagogical management work in relation to the low performance of students in the Proeb assessments and (iii) propose strategies to minimize the effects of the factors associated with the low performance of students, aiming at a more effective work in serving these students and, consequently, in improving the school's performance. Bibliographic and documentary research were used as data collection instruments, aiming to obtain numerical indexes corresponding to the variables addressed, and semi-structured interviews with teachers, specialists and the principal, thus verifying the perception of these actors about the problems experienced by the school. The results of the research pointed out weaknesses in the appropriation of results and in the service to low-performing students, in addition to difficulties in establishing a strong partnership with families. In order to try to solve or minimize the problems detected, an Educational Action Plan is proposed based on the continued training of teachers based on effective practices of analysis of student results in internal and external assessments to support the elaboration and execution of pedagogical intervention plans, aiming to serve students who are low-performing and have learning difficulties. Actions to strengthen the partnership between families and schools were also considered.