Sistema de avaliação do desempenho educacional do Amazonas (SADEAM): o caso de duas escolas de ensino fundamental do município de Uarini- AM

Abstract

This thesis is developed on the approach of the Professional Master degree in Education Management and Assessment (PPGP) of the Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAED/UFJF). The case of management in study will investigate what has provided the small participation and low performance of the students of the 7th grade of Elementary School in the external evaluations of the Educational Performance Assessment System of Amazonas (SADEAM) in two schools from the Regional Education Coordination of the city of Uarini, in the state of Amazonas, using as reference the results presented in the 2012, 2013 and 2015 editions, on the subjects of Portuguese and Mathematics. The choice of this theme is justified by the necessity of presenting actions that aim an improvement on the levels of performance and the students’ participation percentage and, therefore, improve the results of the Coordination that is related to the professional activities of the researcher. The appropriation of SADEAM’s results and their translation into pedagogical actions that provide students’ significant learning is a challenge present in the activities of the school community, that must create conditions to the strengthening of the evaluation culture in the educational institutions, in order that the generated data takes relevance in both processes of teaching and learning. Therefore, to achieve this purpose, we will use as methodology the research in a qualitative character and, as instruments of data collection, the application of semi-structured interviews directed to managers, teachers and students of the investigated schools, in addition to the documental analysis obtained from official data provided by the Amazon State Office of Education and Teaching Quality (SEDUC) and by CAED/UFJF, responsible for the dissemination and systematization of SADEAM’s data. The theoretical support is based on Condé (2012), Machado (2012), Luck (2002), Brooke (2012), Souza and Oliveira (2010), in addition to other authors and documents published by the Amazon State Office of Education and Teaching Quality and the Education Ministry (MEC). Primarily, the research has pointed: the lack of the dissemination of the results by the managing staff; the non-appropriation of SADEAM’s results by the teachers and community; lack of support to SEDUC’s (Amazon State Office of Education and Teaching Quality) schools and Regional Education Coordination; lack of professionals such as pedagogues and teachers qualified in Portuguese and Mathematics; absence of a Pedagogical Intervention Plan and monitoring. These discoveries enabled listing actions described in the Educational Action Plan (PAE), directed to four dimensions: SEDUC, Regional Education Coordination, School Management and teachers, aiming improvements in the percentage of participation and proficiency of the students in the investigated schools.