A apropriação dos resultados do Proeb em língua portuguesa para o uso pedagógico da Escola Estadual Joel Mares

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Management and Assessment of Public Education (PPGP). The case study presented aims to understand how pedagogical management can promote the use of results from the External Summative Assessment in Portuguese Language, intending to integrate these results into teaching planning at Joel Mares State School, located in the city of Almenara – MG. The primary objective is to analyze the obstacles to the appropriation of the results of systemic assessments in the pedagogical proposal and to improve the learning conditions of students. The specific objectives presented for a better understanding of this case study were: (i) to describe how the Joel Mares State School works with the results of the External Summative Assessment; (ii) to analyze how the assessment data can be used as a guiding instrument in the teaching-learning process; (iii) to propose an Educational Action Plan focused on developing effective practices and strategies for the appropriation of the results of external summative assessments. As a theoretical framework, we adopted the contributions of the following authors: Bauer (2020), Bonanino et al. (2012), Boudett et al. (2020), Burgos (2020), Fernandes et al. (2020), Gatti (2008), Lelis et al. (2019), Lück (2009), Pontes (2012), Soares (2016), and Sousa (2014), as they deal with topics involving large-scale assessments and the use of their results as a reference for pedagogical planning. For this case study, we used employed various methodological instruments as a path, including bibliographic and documentary survey, analysis of educational data, field research using questionnaires and structured interviews with the management and pedagogical teams, and the teachers who teach the Portuguese language curriculum content. Finally, it is proposed for E.E. Joel Mares, the construction of an Educational Action Plan (PAE), aiming to adopt measures to face the challenges diagnosed in the appropriation of the results of systemic evaluations, cooperating for the use of teaching practices and strategies in pedagogical planning, improving the learning conditions of students.