Apropriação de resultados da avaliação em larga escala em uma escola mineira de ensino médio: limites e possibilidades de ações gestoras

Abstract

The present dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case discusses the process of appropriation of the public policy of large-scale evaluation by high school teachers, considering the role of the manager to identify appropriations. The objective is to analyze if and how the practices of appropriation of the results of SIMAVE / PROEB in a school from Minas Gerais, located in the metropolitan area of Belo Horizonte, have taken place, aiming to propose management actions to align the results with the pedagogical practices, considering the actions already developed and those that could be discussed for greater integration between the segments of education. Therefore, it is assumed that the external evaluations provide inputs that allow the schools diagnoses that can contribute to the monitoring of the students' cognitive development process throughout basic education, contributing to minimize the educational problems often attributed to high school. In order to be aware of the fact that external evaluation instruments do not guarantee a complete understanding of the complexity of the teaching-learning process, it should be combined with other data and elements of the school, as a theoretical assumption of results management, understanding that the implementation of a new culture of appropriation of results is today a challenge for educational managers. Listening and involving the different professionals who work in the school will enable us to identify how they appropriate the results, analyze the reflexes and refractions of these appropriations [or not] in the methodological choices. The mapping of this information can help in the work of managing the school, having greater clarity of the limits and the possibilities of management interventions that aim at the integration of the professionals around the modification of the low standards of performance. So, we adopted as a methodology the case study because it allows a critical and dynamic approach to language, recognizing the active role of the researcher and the research subjects in the production of knowledge. We established as methodological procedure, for data collection, the accomplishment of a focal group with high school teachers of the school analyzed here. We analyze the excerpts of the field of investigation based on the conception that they are subjects that are producers of culture, therefore they contribute of effective form to think the management of the knowledge in and for the school. Finally, we propose an Educational Action Plan (EAP) that aims to implement a new culture of appropriation of the results of the PROEB evaluations. The proposed actions have the purpose of provoking the collective and systematic debate in the school about the results achieved; accountability and sharing, of what already exists in school; and the consolidation of the value of external evaluations, as a management tool.