Apropriação dos resultados do Sistema de Avaliação da Educação Básica de Mato Grosso do Sul - SAEMS pela Coordenadoria de Avaliação da Secretaria de Estado de Educação de Mato Grosso do Sul: propondo ações que contribuam com a qualidade da educação

Abstract

Developed within the scope of the Professional Master’s Program in Management and Evaluation of Public Education (PPGP), at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), this dissertation aims to understand how the results produced by the Mato Grosso do Sul Basic Education Assessment System (SAEMS) are interpreted and mobilized within the Mato Grosso do Sul State Department of Education (SED/MS), with a focus on the work of the Evaluation Coordination Office (COAV). The investigation is based on the understanding that results from external assessments do not automatically lead to educational improvement, since, in order to fulfill their public function, they need to be understood, contextualized, and translated into feasible guidelines capable of dialoguing with school realities and pedagogical planning. In this sense, the study seeks to analyze how the results of SAEMS, the Mato Grosso do Sul Learning Development Index (IDAMS), and the Mato Grosso do Sul Education Quality Index (IQEMS) are organized, communicated, and mobilized by COAV, as well as to identify limits and possibilities for transforming them into inputs for educational management and pedagogical action within the State Education Network. The study adopts as its central axis the articulation between assessment and curriculum, considering the commitment to the right to learning and the need to align the interpretation of student performance with the competencies and skills established in the National Common Curricular Base (BNCC) and in the Mato Grosso do Sul Curriculum Reference (CRMS). The theoretical framework draws on contributions related to large-scale assessment, appropriation of results, educational indicators, pedagogical translation, accountability, and equity, understanding assessment as an instrument for diagnosis and for inducing formative actions. Methodologically, this is a qualitative study of a documentary nature and descriptive-analytical character. The corpus consists of normative documents, reports, bulletins, dashboards, technical notes, and institutional materials related to SAEMS, IDAMS, and IQE-MS. The analysis made it possible to examine the formal structure of the policy, institutional workflows and responsibilities, and the ways in which results and indicators are associated with guidelines for educational management and pedagogical intervention. As an Educational Action Plan, the dissertation proposes an Orientation Guide and a Structured Feedback Routine Matrix, primarily intended for COAV, with implications for the Regional Education Coordination Offices and school units. The proposal is expected to contribute to systematizing the process of reading, interpretation, contextualization, priority setting, intervention planning, and action monitoring, thereby strengthening the pedagogical use of results and their contribution to educational quality and equity.