Avaliação educacional em foco: como os resultados do Saeb e SIMAVE do período de 2019 a 2023 podem influenciar na prática docente dos professores dos anos iniciais de uma escola estadual do município de Janaúba/MG

Abstract

This study aims to investigate the process of appropriation of the results from the Basic Education Assessment System (Saeb) and the Minas Gerais State System for Assessment and Equity in Public Education (SIMAVE), from 2019 to 2023, by elementary school teachers at Escola Estadual Professora Diva Pinto, located in the northern region of Minas Gerais. The general objective is to understand how these results are used in teachers’ planning to reshape pedagogical actions. The specific objectives are: (1) to describe the school’s learning scenario based on the external assessment results in Portuguese Language and Mathematics from Saeb and SIMAVE, between 2011 and 2023, and the pedagogical actions and strategies implemented by the school in response to these results; (2) to analyze the pedagogical use of Saeb and SIMAVE assessment results in improving the quality of teaching at the school; and (3) to propose management strategies that serve as support tools to enhance student learning. This research is guided by the studies of the following authors: Alves and Soares (2012), Brooke and Cunha (2011), Kellaghan and Greaney (2010), Fontanive (2013), Sousa and Oliveira (2010), Luckesi (2011), Bonamino and Souza (2012), and Bauer (2020). The research methodology follows a qualitative approach to investigate the stated problem, conducted through interviews with teachers, as well as individual interviews with the school manager and the Basic Education Specialist involved in the appropriation process of the assessment results, who can provide relevant insights for the study. This research is significant because it helps to understand how assessment results can be used to improve teaching practices and student performance. Furthermore, it can offer important contributions toward enhancing student learning and improving future systemic assessment outcomes.