A apropriação dos resultados do Programa de Avaliação da Educação Básica (PROEB) em uma escola de ensino médio de São Sebastião da Vargem Alegre – Minas Gerais

Abstract

The present dissertation was conducted within the context of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The research aimed at studying the way of appropriation of PROEB results in a school named Vista Alegre in order to identify the challenges to improve students‟ performance based on the following guiding question: what are the challenges presented to the school management regarding the improvement of third-year students‟ performance in Portuguese Language and Mathematics? Despite the management team having developed disclosure and appropriation actions, PROEB report cards evidenced that this school‟s performance has remained low and stable from 2012 to 2015. Even being aware of the possibilities and the limits of performance, we assume as the research hypothesis that an improvement of results management could contribute to improve pedagogical practices and, consequently, increase students' performance. From this perspective, the specific objectives were defined: i) to describe the SIMAVE in the context of large-scale evaluations; ii) to present the contextual data and the performance indicators of students at Vista Alegre School on PROEB; iii) to analyse how the pedagogical team promotes the appropriation of SIMAVE results and how it disseminates them to the school community, and iv) to propose effective actions to foment improvement in the process of appropriation of school results. In order to do this, a quantitative research was conducted by analysing the school‟s performance rates and the students' data in the external evaluation. Additionally, a qualitative research was conducted by using data collection from interviews with a semi-structured script with all the teaching staff and with the pedagogical supervisor. After the investigation, it was verified that the culture of appropriation, although it has begun, needs a strategic planning so that the external evaluation guides the pedagogical practices developed in the school. In this sense, the Education Action Plan (PAE) presents proposals for improving management result actions in order to consolidate an evaluation culture in the school based on democratic school management and participatory planning.