Avaliações internas: gestão pedagógica para novas metodologias de avaliação da aprendizagem em uma escola estadual mineira

Abstract

This dissertation, developed within the scope of the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) of the Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF), is a management case whose general objective was to understand the instruments used in the internal assessment of the Caminho Suave State School, the analysis of its results and present suggestions for its innovation. To this end, the following research question was defined: how can school management contribute to the diversification of instruments, as well as to the analysis of internal assessment results, at Escola Estadual Caminho Suave? The specific objectives defined for the research were: to analyze the Political Pedagogical Project (PPP), the School Regulations and the legislation in force at the Secretaria Estadual de Educação (SEE/MG) regarding assessment instruments in the teaching-learning process; to understand and analyze the conceptions of school management and teachers regarding internal assessment and its importance for learning; to identify and analyze the assessment instruments used by the teachers in charge and propose actions that foster collaborative dialogue on internal assessment. Using qualitative methodology, the research was carried out in different phases. In the first phase, documentary research, bibliographic research and semi-structured interviews were conducted with the school management team (principal, vice-principal and Basic Education Specialist – EEB). In the second phase, ten teachers from the four areas of knowledge of Elementary School Final Years were interviewed through structured interviews. Based on the analysis of the data, an Educational Action Plan (PAE) was prepared with proposed actions to overcome the problems faced by the school, including a reflection on external and internal evaluations and their implications for the teaching-learning process and resizing of the curriculum, discussion and knowledge of the school's guiding documents, and also pedagogical guidelines for improvements in planning. The main bibliographical references that support the text were Sacristán (1998, 2013), Hoffmann (1998, 2014), Libâneo (2006) and Luckesi (2022, 2023), among others cited.