A apropriação de resultados dos testes do sistema mineiro de avaliação e equidade da educação pública em uma escola da rede estadual de Minas Gerais

Abstract

This dissertation is developed within the scope of the Professional Master’s Program in Management and Evaluation of Education (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The case studied discusses the low performance of students at the Minas do Amanhã State School in the tests of the Minas Gerais Public Education Evaluation and Equity System (Simave) and how the appropriation practices of the results occur. Therefore, this case aims to answer the question: what can be done to improve the appropriation of external evaluation results in a state school in the interior of Minas Gerais? The general objective of this study is to analyze whether, and how, appropriation practices of results occur by teachers and the management team in a state school in Minas Gerais. The specific objectives were: i) To describe the pedagogical practices of the school regarding the appropriation of evaluation results; ii) To investigate how the school uses the data provided by Simave evaluations; iii) To propose actions that assist in the process of appropriation and analysis of the evaluation results by the school. The methodology used is qualitative research, and the data collection instrument is the interview. The theoretical framework of this study encompasses the analyses of researchers who address educational policies for Basic Education evaluation in Brazil. Some, like Bonamino and Sousa (2012), analyze the generations of large-scale assessments in Brazil and their potential implications for the school curriculum. Others, such as Franco and Calderón (2017), help in understanding the implementation process of Simave; Boudett (2020) discusses the use of evidence in education, and Lück (2009) provides support for addressing school management and its competencies in light of evaluation results. The conclusion proposes an Educational Action Plan (PAE) aimed at implementing a new culture of appropriation of external evaluation results at the investigated school. The outlined actions seek to promote collective and systematic debate on the results, encouraging regular discussions and analyses for interpreting the data, identifying possibilities for improvement, and consolidating the importance of external evaluation as a management tool, while serving as a valuable instrument for planning, monitoring, and enhancing pedagogical practices.