Apropriação de resultados das avaliações formativas em uma escola estadual do leste de Minas Gerais

Abstract

This dissertation is developed within the scope of the Professional Master's in Education Management and Evaluation (PPGP) at the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), offered to the employees of the state network of Minas Gerais through the Trilhas de Futuro Educadores Program. The school that is the object of this study is the Deputado Hilo Andrade State School, located in the city of Periquito (MG). The management case studied discusses the appropriation of formative and external assessment, in order to propose pedagogical practices focused on the analysis of results. As part of this study, we address the analysis of assessments within national and state regulations and the Minas Gerais assessment system. In the context of Simave, we delve deeper into formative assessments and the appropriation of their results. The general objective of this study was to analyze whether the teaching team is appropriating the results of formative assessments and to propose pedagogical practices that assist in the analysis and appropriation of the results. To this end, the specific objectives are: (i) to describe the school context and verify how the analysis and appropriation of the evaluation results takes place; (ii) to analyze the results of the external and how the pedagogical team should appropriate them; (iii) to propose an Educational Action Plan to assist the pedagogical team in analyzing and appropriating of the evaluation results. We assumed as a hypothesis the existence of difficulties in the appropriation of the evaluation results, which was not possible to confirm with the analysis of the documents during the field research, given the absence of records that prove, or not, whether the pedagogical team carries out the analysis and appropriation of the results. In order to support our analyses, we used as a theoretical framework the discussions of authors already involved in the field of education, such as: Micarello (2015; 2017; 2018), Lück (2013; 2015; 2017; 2018) and Weiss (1998). In obtaining data for the analysis of the case, we used a qualitative approach, focusing on the case study methodology.As research instruments, we conducted a documentary survey and a survey using forms with the actors involved in the process (teachers and Basic Education Specialists). The field research, carried out using online forms, revealed that ongoing training and training for the use of assessment data are considered insufficient by teachers. To mitigate these challenges, the dissertation proposes an Educational Action Plan (PAE) to be implemented, aiming to assist in overcoming the challenges faced. he PAE was designed to improve collaborative work among professionals, the ongoing training of the pedagogical team, the formation of study and reflection groups, the involvement of the community in the analysis of results and in the definition of goals and, finally, the implementation of a system for monitoring and following up on pedagogical actions, based on the results of the evaluations. We hope that this study offers valuable insights and support for improving data analysis and appropriation practices in the researched school and in other schools with similar contexts.