Gestão pedagógica nos anos finais do ensino fundamental em escola estadual de cidade mineira de pequeno porte: o planejamento com base em evidências

Abstract

This dissertation, developed within the scope of the Professional Master’s Degree in Education Management and Assessment (PPGP) at the Center for Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAEd/UFJF), analyzes the pedagogical management procedures of Dom Casmurro State School and the relevance assigned to the use of evidence in this process. The general objective of the study is to analyze pedagogical management and the appropriation of assessment results in school planning, proposing actions to improve this process. The specific objectives are: i) to describe the procedures, possibilities, and limitations of the school’s pedagogical management; ii) to analyze how the school uses data in its (re)planning processes; and iii) to propose actions aimed at strengthening evidencebased pedagogical management. The study assumes that pedagogical management practices based on evidence can promote actions more aligned with students’ realities, contributing the improved academic performance. It adopts a qualitative research approach and uses conversation circles with 9 th -grade teachers and the basic education specialist of the Final Years segment as data collection instruments. The theoretical framework is based on studies about school management (Oliveira & Vasques-Menezes, 2014; Young, 2014), curriculum theory, and the appropriation of assessment results (Fontanive, 2013; Roldão & Almeida, 2018; Bauer, 2020), highlighting the relationships between assessment and curriculum, teacher autonomy, and the impact of external assessments on teaching practices. The data reveal that pedagogical management faces significant challenges in planning and implementing school actions. The findings indicate a predominance of reactive decisions to everyday demands, rather thant intentional and collectively built strategies, which hinders the systematic use of data and evidence in planning. As a result, the study presents an Educational Action Plan (PAE) that proposes strategies for consolidating a more participatory and evidence-oriented pedagogical management.