Apropriação dos resultados das avaliações somativas do SIMAVE nas escolas da rede estadual da SRE Paracatu: ampliando as possibilidades para seu uso pedagógico

Abstract

This case study was developed within the scope of the Professional Master’s Program in Educational Management and Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The program is offered to public servants of the state education network of Minas Gerais through the Future Pathways for Educators initiative. The research focuses on large-scale assessments, given that such evaluations produce essential indicators for educational systems at the national, state, and municipal levels.The general objective of this study is to investigate how the Pedagogical Sector of the Regional Superintendence of Education (SRE) of Paracatu can develop pedagogical planning for schools based on the results of the SIMAVE summative assessments. The specific objectives are to: a) describe the process of appropriation of external assessment results, particularly those leading to pedagogical planning actions;b) analyze how the Pedagogical Sector of SRE Paracatu engages with the SIMAVE results from schools; and c) propose an Educational Action Plan (PAE) to support SRE Paracatu in assisting schools with the pedagogical management of assessment data.This study explores and reflects on key concepts such as educational management, strategic management, participatory management, pedagogical management, and the appropriation of assessment results. The discussion draws on the theoretical contributions of Brooke (2011), Cunha (2011), Soares (2002), Machado (2012), Luck (2000, 2009, 2013), and Libâneo (2004, 2007, 2008), emphasizing the relevance of these frameworks to the improvement of educational practices and decision-making processes within school management. From a methodological standpoint, the study adopted an exploratory research design, involving the analysis of legislation and policy documents relevant to national and state external assessments, as well as a review of scholarly articles and previous studies on the topic. Subsequently, field research was conducted through semi-structured interviews with employees of the Pedagogical Team Division (DIVEP), as well as a questionnaire for Portuguese language and mathematics teachers, specialists, and principals (administrators and specialists) from the 35 schools in the Paracatu SRE, with the aim of understanding the challenges and potential of pedagogical practices related to the process of appropriation of results carried out by schools. The results indicate that the effectiveness of external evaluations depends on the ability of schools and the SRE to use data strategically, supported by ongoing training and systematic pedagogical monitoring. Therefore, considering the theoretical framework and evidence, an Educational Action Plan (PAE) will be proposed, which includes the promotion of training on school days (at the beginning of the school year) by the SRE pedagogical team, regarding SIMAVE external assessments, with the participation of teachers from all subjects; holding meetings during extracurricular activities with teachers, specialists, and administrators to analyze and appropriate the results of the SIMAVE summative assessments of the respective school and implement a pedagogical intervention protocol, with monitoring and follow-up of pedagogical actions, guided by the results of the SIMAVE external summative assessments.