Reflexões sobre a apropriação de resultados de matemática do SPAECE: o caso da Escola do Jabuti

Abstract

The case of management studied discusses the performance situation in Mathematics of high school students of Jabuti‟s school, school belonging to network state school of Ceará, evidenced in the results of SPAECE in the years 2012-2014. This research is justified if the search for understanding and dialogue on the subject of external evaluations as a pedagogical tool for process improvements in educational practices. The objectives defined to this study were to investigate the actions of appropriation of results by school managers and propose suggestions for actions to the analyzed in order to the development of an intervention proposal to improve educational support and minimize mathematics learning gap in this school, with the research questions: What are the ownership of shares to school management has mobilized against the results of SPAECE? The discussions developed dialogue with the following authors: Lück (2000, 2009), Sousa and Oliveira (2010), Machado, Miranda and Dusi (2014), Freitas (2014), D‟Ambrósio (2009), Muniz (2010), Brito Menezes (2006), Lorenzato (2006), that addresses issues as a result of ownership school school autonomy and accountability. It must be understood within a school management process, where all school actors must be involved in this decision-making process to improve the academic performance of students and the teaching practice of Mathematics teachers. Through a qualitative research as a case study, verified the connections between aspects of the appropriation of the results in Mathematics. The survey data was conducted through observations in the institution's target search. The research instrument was the application of semi-structured interviews with the study subjects: teachers of Mathematics discipline and members of the core manager (principal and school coordinators) school study. Because of the study, it was concluded that the coordinators and the school manager are aware of the importance of the external evaluation, but they need to increase knowledge about the various appropriation mechanisms of the results and develop actions that aim to explore more satisfactorily the school‟s results in external evaluations, in the specific case of SPAECE, in order to help them to more effective appropriation of the results and encourage teachers in reflection and creation of differentiated teaching strategies in math classes. Then, the Educational Action Plan (EAP) presented comprises actions aimed at promoting the ongoing dialogue between the various school stakeholders, provide a thorough understanding of the appropriation of the results of external assessments and seek improvements in school teaching practices and approach all members of the school community (parents, students, teachers and servers).