Apropriação de resultados de avaliações externas de matemática no 3º ano do ensino médio: uma análise de um escola estadual de Minas Gerais

Abstract

This research aimed to explore the phenomenon of low performance in Mathematics among high school students at a State School located in Minas Gerais. The objective was to understand the processes of external evaluation in Mathematics and investigate how the results of these evaluations are incorporated by the educational institution. Regarding the specific objectives, the following were defined: a) to describe the policies of external evaluation; b) to analyze the elements that hinder the appropriation of the results of external evaluations in Mathematics and the beneficial effects of this action on the teaching-learning process; c) to propose actions to minimize the weaknesses found in the state school under study concerning external evaluations, through an Educational Action Plan (PAE). In Minas Gerais, there is the Sistema Mineiro de Avaliação e Equidade da Educação Pública – SIMAVE, responsible for systematizing these evaluations. It consists of the Programa de Avaliação da Rede Pública de Educação Básica (PROEB) and the Programa de Avaliação da Alfabetização (PROALFA). To achieve the proposed objective of this study, the adopted methodology was qualitative and focused on the evaluation of public policies, based on Strategor (2020). It involved a detailed documentary analysis, concentrating on the state's evaluation policies and criteria. Additionally, data from external evaluations applied to the students of the school were collected. Furthermore, we conducted interviews with a teacher, a coordinator, and the principal of the analyzed school to understand whether, based on the institutional design of external evaluation policies, the school and its teachers were able to adapt their pedagogical practices to meet external demands. The research sought to provide an in-depth analysis of the factors contributing to low performance, intending to support the implementation of more effective pedagogical strategies. We assessed that the school does not have effective actions for appropriating the results, as they only hold meetings for this purpose, with little concern for actual pedagogical changes. The results of this research offer, through an Educational Action Plan, strategies to enhance the educational process at the State School under study. By understanding the specific challenges faced by students in Mathematics, significant improvements are expected. This study aimed to contribute to optimizing Mathematics teaching, thus promoting a more solid and comprehensive academic development of students at the institution. By identifying and addressing these challenges, the research aspires to be a source of information to guide the implementation of measures that positively impact the educational environment and, consequently, students' performance in Mathematics.