Desempenho escolar e proficiência nas avaliações do Simave (Proeb – 5º e 9ºano): o caso de uma escola na periferia da cidade de Governador Valadares

Abstract

This research, conducted within the scope of the professional master's degree in Educational Management and Evaluation from the PPGP/CAEd at the Federal University of Juiz de Fora, is based on the following research question: What are the factors associated with low performance in the Proeb of students (from the 5th and 9th grades) at E.E. Dona Adelaide Malzone Hugo? Thus, the general objective of this work is to identify the possible factors associated with low performance in the Proeb of students from the 5th and 9th grades at EEAS, located in Governador Valadares, Minas Gerais, and the specific objectives are: to describe the context of EEAS and present the data of 5th and 9th grade students in the Proeb; to analyze the factors associated with low performance in the Proeb of students (from the 5th and 9th grades) at EEAS; and to propose an action plan that will assist the school's educational and pedagogical management in minimizing the effects of the factors leading to low performance, so that later, an increase in academic proficiency and improvement in student learning can be verified. A documentary analysis of federal and state laws and regulations, as well as school documents and results from external evaluations, was conducted, along with a literature review on factors associated with low performance. In order to achieve the proposed objectives, a qualitative research was carried out through questionnaires applied to 9th-grade students, focus groups with teachers, and semi-structured interviews with the school principal and specialists. After analyzing the data, it was observed that extracurricular factors, particularly student motivation and family involvement, significantly affect students' performance, as well as some intraschool factors related to teaching practices, such as content and class management, which also influence academic performance. As a result, an Educational Action Plan was developed in the pursuit of improving students' performance. Finally, it is necessary to adopt pedagogical strategies that facilitate the overall development of students, highlighting the importance of considering both internal and external factors that influence academic performance in order to promote quality and equitable education.