Escola Estadual André Vidal de Araújo: desequilíbrio entre rendimento escolar interno e desempenho nas avaliações do SADEAM

Abstract

This dissertation was developed within the framework of the master in management and evaluation of education (PPGP) from the Centre of public policies and evaluation of education of the Federal University of Juiz de Fora (UFJF/CAEd). The case studied management discusses the question of the imbalance between school performance and internal performance in SADEAM ratings on State school André Vidal de Araújo. The objectives defined for this study were to analyze the actions undertaken in the school that resulted in a phenomenon divergent between the indicators: There was an increase in the rate of approval and internal performance decreased of students in the external evaluation of the SADEAM, in the years of 2008, 2010 and 2012, and check the profile of the team manager and teachers with respect to the pedagogical practices related to internal and external assessment of the SADEAM. To this end, we use as documentary records analysis methodology in class daily, travel plans, educational intervention plans, minutes of meetings and planning, pedagogical instruments to control the Time of pedagogical work (HTP) and interviews with the Manager semi-structured, educational coordinator and teachers. The literature review was based on the ideas of Lück (2009), Silva (2013), Soares (2002) and Libâneo. Before the study, it is concluded that the school management needs to develop its actions oriented by a strategic planning that provide training for which the team of teachers can develop an understanding of the process of ownership of the results of the external evaluations and the use of such information in a pedagogical perspective. I.e., being able to take ownership of the results and relate them to the pedagogical doing that develop. Front of this Educational Action Plan brings three training actions that can enable the results in external and internal evaluations are also indicators that lead to improvements in the quality of school education research.