Desafios na apropriação e melhoria dos resultados das avaliações externas em uma escola estadual no município de Lassance - Minas Gerais

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Education Management and Assessment of the Center for Public Policies and Education Assessment, of the Federal University of Juiz de Fora. The research sought to discuss the obstacles in the appropriation of the results in the curricular components of Portuguese Language and Mathematics of the assessments of the Minas Gerais System of Assessment and Equity of Public Education/Basic Education Public Network Assessment Program (Simave/Proeb) between the years 2018 to 2023 in a State Elementary School of Final Years and High School, for the appropriate use of the results of external assessments, data/indicators and consequently, improve student performance. The following guiding question was established: How can school management encourage the appropriation and appropriate use of external assessment results by the school community? From this perspective, the following specific objectives were defined: (1) to present how the school has used data from external assessment systems; (2) to analyze what can be improved and how collective pedagogical planning can be effectively used - Module II; (3) to propose effective actions for the analysis, appropriation and dissemination of the school's results in collective pedagogical meetings. To this end, the qualitative methodology was chosen and the application of semi-structured interviews with teachers and pedagogical supervisors as the data collection instrument. To provide the theoretical basis for the themes – appropriation of results, school management and continuing education for teachers – we sought to establish a connection between the research problem (management case) and the theory from the perspective of the authors: Paul and Barbosa (2008), Werle (2011), Bonamino and Sousa (2012), Machado (2012), Gimenes et al. (2013), among others. Data analysis is conducted using a qualitative methodology, through which we opted for analysis by axes, which was corroborated by interviews with teachers and pedagogical supervisors. Finally, the proposed Educational Action Plan (PAE) emerged from the findings of the field research, based on the main contrasts and convergences between knowledge about external assessments, how appropriation and analysis occur and the results of their students.