A apropriação de resultados do programa de avaliação da educação básica (Proeb) em uma escola de Nacip Raydan - Minas Gerais

Abstract

The present study was conducted with 3rd-year high school students from Escola Estadual Constâncio Correia de Alvarenga (EECCA), specialist and with the Portuguese and Mathematics teachers of these classes, located in the municipality of Nacip Raydan/MG. The research was guided by the following question: How are the results of the Simave educational evaluation being appropriated by the high school teachers of EECCA during the period from 2018 to 2023? The general objective of this dissertation was to understand the reasons why the appropriation of the results of external evaluations at EECCA is still incipient. To this end, the following specific objectives were established: (i) to describe the context of the school, the management case, and the results obtained in the external evaluations between 2018 and 2023, as well as to analyze how these data are currently being appropriated; (ii) to examine the results obtained by EECCA in the external evaluations and identify how these data are used to improve pedagogical management; (iii) to propose an Educational Action Plan (PAE) to strengthen the appropriation of results, aiming at enhancing the teaching-learning process and improving student performance in external evaluations. The research adopted a qualitative approach, using focus groups and document analysis as the main investigative methods. Institutional documents such as the Political-Pedagogical Project (PPP), minutes from weekly meetings among administrators, specialists, and teachers, as well as projects already implemented at the school, were analyzed. The results indicated the need to promote structured moments for studying and discussing the data during Module II periods, as well as to deepen the understanding of the impacts of data appropriation. It also highlighted the importance of creating spaces for student feedback, such as discussion circles, and sharing actions with the entire school community. The implementation of the PAE aims to make the appropriation of results more effective by strengthening pedagogical practices and contributing to the enhancement of school performance. Thus, the research reinforces that the appropriation of evaluation data should not be limited to accessing information, but must involve collective and reflective work that engages administrators, teachers, students, and the school community, ensuring that evaluations are used as tools for transformation and improvement of teaching.