Uso e apropriação de dados na gestão escolar: estudo com supervisores de escolas prioritárias no Espírito Santo (ES)

Abstract

The research in question was developed in the context of the Professional Master's Degree in Public Education Management and Assessment (PPGP) at the Center for Public Policies and Education Assessment at the Federal University of Juiz de Fora (CAEd/UFJF). The purpose of this research was to identify the challenges faced by supervisors of priority schools, concerning to the use and appropriation of data and evidences from the schools they advise. Thus making it possible to qualify the work carried out by the Secondary Education Management in their advising supervisors, focusing on improving the learning of high school students based on the reality of the Espírito Santo State Department of Education (Sedu/ES). Thus, the research had the following question: what actions the Secondary Education Management (GEM) can develop so that supervisors of priority schools appropriate and use educational data and evidences in a qualified way in their advice to schools? The general objective of this study was to understand what actions GEM can develop so that supervisors of priority schools appropriate and use educational data and evidence in a qualified way in their advice to schools. To answer this question, first, a documentary analysis of the data use policies and learning results in High School by Sedu/ES was carried out. Secondly, we carry out a survey with the supervisors of the priority schools that they work in the Regional Education Superintendencies (SRE) of ES to understand and better situate our research object. Among the references that supported the analysis of the results that make up the analytical sections of this text, the studies by Padilha (2001), respect for pedagogical management and quality of education; Codes and Araújo (2021), Christophe et al. (2015), Núñez (2019) and Boudett, City and Murnane (2020) who address the use of data and evidences in education; Ferreira (2014) and Godoi (2023) who discuss the partnership between public and private entities and Alves and Aquino (2012), Bardin (2016) and Dalla Valle and Ferreira (2025), who discuss research methodologies. Through the research, factors that interfere with the appropriation of data by supervisors of priority schools in the state public high school network in ES were identified. In view of this, an Educational Action Plan was elaborated, in which we propose the draw up of a Pedagogical Guideline for Advising Priority Schools with the aim of contributing to qualifying actions for the appropriation and use of data and evidence by the State Secretariat for Education of Espírito Santo to support pedagogical management intervention proposals focused on improving the learning of high school students.