Simave: percepções e práticas sobre as avaliações sistêmicas da aprendizagem e o Proeb em uma escola da estadual do Vale do Aço (MG)

Abstract

This dissertation was developed as part of the Professional Master's Program in Management and Evaluation of Education (PPGP) at the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The research sought to understand how the appropriation and use of results from Simave – Systemic Learning Assessments and Public Basic Education System Evaluation Program (Proeb) – are conducted in a public school in Minas Gerais and how the management of these data influences pedagogical practices to support the promotion of educational quality. For this purpose, the objectives defined for this study were to describe and analyze the results provided by the external assessments that make up the annual Simave calendar (Proeb and Systemic Learning Assessments), in conjunction with the description and analysis of the practices related to pedagogical planning based on these data; investigate and analyze the perceptions and knowledge of the principal, vice principal, specialists in basic education, and teachers regarding different assessment practices and the use of data provided by Simave evaluations; and propose actions that contribute to improving the processes of appropriation and use of Simave assessment results at EECS, based on the analysis of the collected data. It was assumed that the appropriation of these data is carried out superficially, partially limiting the potential of these tools. The research employed a qualitative and quantitative approach. To describe the management case, a bibliographic review of official documents, meeting minutes, and Simave data was conducted, while field research involved collecting data through semi-structured interviews with principal, vice principal, specialists in basic education, and a sample of teachers, as well as questionnaires exclusively for teachers. The questionnaires were analyzed quantitatively using the Likert scale and supported the development of qualitative analyses. The theoretical framework included concepts of evaluative practices (Haydt, 2000; Luckesi, 2013; Luckesi, 2021), discussions on the limitations and possibilities offered to educators by external evaluations (Lück, 2009; Machado, 2012; Machado; Alavarse, 2014; Fontanive, 2013; Bauer; Alavarse; Oliveira, 2015; Cunha; Barbosa; Fernandes, 2015; Sahium; Magalhães; Araújo, 2020), and considerations on school performance and educational quality (Demo, 1990; Freitas, 2005; Dourado; Oliveira; Santos, 2007; Dourado; Oliveira, 2009; Gadotti, 2010; Cury, 2014). The field research revealed that the investigated actors, in part, lack a solid understanding of the educational evaluation process and tend to engage in individualistic appropriation and planning. Additionally, issues such as internal communication failures, an excessive number of tests, and the demotivation of students and teachers, who tend to undervalue the impact of their actions, were identified. Consequently, an Educational Action Plan was proposed, based on managerial actions aimed at fostering a culture of collaborative work and promoting the integration of internal and external assessments.