O SIMAVE e a Escola Estadual Fernando Lobo: Uma análise sobre a apropriação dos resultados pelos professores dos anos iniciais

Abstract

The research aimed to understand how elementary school teachers at Escola Estadual Fernando Lobo use the results of external assessments, especially those within the Sistema Mineiro de Avaliação da Educação Básica (SIMAVE), in order to propose strategies for better utilization of this data in pedagogical practice, contributing to the improvement of learning indicators. The study covered an observation period from 2017 to 2025 and adopted a qualitative approach. Institutional documents, school records, and official resolutions were analyzed. Additionally, interviews were conducted with teachers, administrators, and supervisors to understand their perceptions and use of external assessment data. The research also compared the school's performance indicators with those of other institutions under the jurisdiction of the Regional Education Superintendency (SRE) of Juiz de Fora and with the national average. The results indicated that external assessment data is made available to teachers and school administrators, but it is not always effectively used to plan pedagogical interventions. The process of handling the data, from its acquisition to its use within the school, presents gaps that hinder teachers' appropriation of this information. The research identified a mismatch between the availability of external assessment data and its use by teachers in pedagogical practice. The lack of adequate training on how to use this information and the absence of a structured plan for its application compromise the effectiveness of SIMAVE as a tool for improving the quality of education. As the final product of the research, an Educational Action Plan (PAE) was developed, providing suggestions to optimize the use of external assessment results and promote more effective pedagogical interventions.