Apropriação dos resultados de matemática nas avaliações externas do SIMAVE, no 3º ano do ensino médio na Escola Estadual João Cotta de Figueiredo Barcelos (EEJCFB)

Abstract

This dissertation, developed within the Professional Master's Program in Education Management and Evaluation (CAEd/UFJF), investigated the challenges related to the appropriation and use of external assessment results at Escola Estadual João Cotta de Figueiredo Barcelos, in Timóteo-MG. This research is justified by the recurrent low performance in mathematics on SIMAVE, reflected in the stagnation of Ideb and Proeb between 2015 and 2019, and by the hypothesis of underutilization of these assessment results. In order to identify gaps and propose improvements in the process of appropriating external assessments, the research question was formulated: "What are the challenges faced by Escola Estadual João Cotta de Figueiredo Barcelos (EEJCFB) in improving the appropriation and use of SIMAVE external assessment results?" The study aims to investigate how EEJCFB, from the perspective of its administrators, specialists, and teachers, has been appropriating the results of external assessments from the Programa de Avaliação da Rede Pública de Educação Básica (Proeb) and the Sistema Mineiro de Avaliação e Equidade da Educação Pública (SIMAVE). The specific objectives are to describe the school's context and the use of external assessment data; analyze the appropriation and use of these results to enhance assessment management; and propose an Educational Action Plan (PAE) to contribute to the improvement of the appropriation and use of this data. A qualitative approach was used, with semistructured interviews conducted with administrators, specialists, and teachers, and data analysis carried out through the 5 Whys methodology and SWOT matrix, aiming to identify the root causes of the challenges. The theoretical framework included authors such as Lück (2009), Damiani (2008), Boudett et al. (2020), and Vilardi (2021), addressing school management, data use, and collaborative work. Five key challenges were identified: incipient and individualized appropriation of results; lack of training for data utilization; absence of evidence-based collaborative planning; centralized management and intuitive decision-making; and lack of monitoring of interventions. The PAE proposed integrated actions to foster evidence-based practices, participatory management, and a collaborative culture, contributing to the continuous improvement of the pedagogical process. This study contributes by deepening the understanding of external assessment result appropriation and, in practice, offers an applicable intervention model.