O trabalho de uma superintendência regional de ensino da zona da mata mineira na apropriação de resultados das avaliações educacionais junto às escolas estaduais

Abstract

This dissertation is developed within the scope of the Professional Master’s Program in Public Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The case under study examines the work of the Regional Superintendence of Education (SRE) of Ponte Nova in supporting state schools within its jurisdiction in the appropriation of assessment results. Thus, the case seeks to answer the following question: how can the Educational Directorate act effectively to support schools in the process of appropriating assessment results? The general objective of this study is to analyze the processes carried out by the pedagogical team of SRE Ponte Nova in monitoring state schools with regard to educational assessments and to propose actions that enhance these processes. The specific objectives are: (i) to describe the processes adopted by the Pedagogical Team Division (Divep) of SRE Ponte Nova for monitoring and follow-up of state schools between 2008 and 2023; (ii) to analyze the difficulties faced by Divep in supporting schools in matters related to educational assessments; and (iii) to propose actions to improve Divep’s monitoring of state schools in relation to the use of data from Simave. We assume as a hypothesis that systematic support from the SRE to schools contributes to improving student learning. A qualitative research approach was adopted, and questionnaires were used as a field research instrument, applied to educational analysts from Divep, as well as to principals and Basic Education specialists served by this team. Three critical elements guided the study: (i) the number of projects coordinated by each analyst; (ii) the lack of protocols guiding the appropriation of assessment results and the training of school teams; and (iii) the organization of processes by the Educational Directorate (Dire) in the dissemination of ongoing actions. As theoretical references, we draw on the analyses of researchers such as Cerdeira et al. (2017) regarding the appropriation of educational assessment results, and the considerations of Mintzberg (2010), Fukunaga (2017), and Takeuchi and Nonaka (2008) on knowledge management. Field research highlighted the need to improve the organizational processes of Divep and to foster a culture of data use among school professionals. These demands were addressed in the Educational Action Plan, which proposes the implementation of simple and functional protocols to optimize the pedagogical support provided by the division.