A disciplina de ciências no contexto do sistema mineiro de avaliação e equidade (Simave): o caso de uma escola estadual da Zona da Mata Mineira

Abstract

The significance of this research lies in understanding the reasons behind the limited appropriation of the results from intermediate Science assessments at a state school located in the Zona da Mata region of Minas Gerais. The central research question guiding this study is: what factors contribute to the low performance of students in the intermediate Science assessments in the final years of primary education at Sebastião Patrus de Sousa School, and what actions can be implemented to improve student performance? The overarching objective is to investigate the factors potentially associated with the low academic achievement of students in intermediate Science assessments from Years 6 to 9 of primary education, during the period from 2022 to 2024, at the aforementioned school. The study was theoretically grounded in the works of scholars such as Bauer (2015), Lima, Vendramin and Tonin (2020), Bessa (2021), Fonseca (2022), among others who explore this theme. A qualitative research approach was adopted, using a case study methodology. Data collection instruments included a questionnaire administered to Science teachers, as well as two semistructured interviews: one with the deputy headteacher and another with the school’s pedagogical coordinator. Based on the information gathered, it was possible to outline an Educational Action Plan (EAP), which includes the implementation of a mentoring project and the subsequent formation of a dedicated team to support students who score below 50% in the intermediate Science assessments. The plan also foresees the training of Science teachers to enable them to effectively interpret assessment data, as well as strategic adjustments to the school’s management team to ensure a coherent and proactive response to the results of the intermediate evaluations.