Análise e apropriação dos resultados das avaliações de matemática do PROEB: o estudo de caso no período de 2013 a 2023 da Escola Estadual Madre Carmelita em Belo Horizonte - Minas Gerais

Abstract

The present text was developed in the Professional Master's Program in Management and Evaluation of Public Education, part of the Professional Postgraduate Program (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The management case analyzes the results obtained by the 3rd-year high school students at Madre Carmelita State School, located in the city of Belo Horizonte, Minas Gerais. The results refer to the mathematics assessments of PROEB, part of the summative evaluation program of SIMAVE. Additionally, it examines how the school's pedagogical staff utilizes the results of these assessments to develop the work carried out at the school. The specific objectives of the study were to describe the scenario of valuing assessment policies and how the school fits into it, to analyze the school's results in formative and summative external assessments, focusing on SIMAVE assessments, particularly the results of PROEB Mathematics assessments, and to understand how the school positions itself in relation to these results. For the development of the study, the theoretical framework included works by Lück (2009), Sousa (2010), Machado (2016), Machado and Alavarse (2014), among others. Data collection tools included questionnaires administered to mathematics teachers and semi-structured interviews with Mathematics teachers, basic education specialists, and the school principal, in order to understand how the process of result appropriation by school professionals occurs. Through the responses obtained, it was found that there are gaps in this process, such as a lack of communication among school professionals and the non-disclosure of results to the school community. Thus, an Educational Action Plan was proposed, including bimonthly meetings with the teaching staff and management teams, focusing on the appropriation of results and the proposal of pedagogical interventions, as well as the convening of annual assemblies with the participation of the school community to disseminate student assessment results and the school's actions based on these results.