Desempenho escolar: percep????es, a partir dos resultados da prova Brasil em uma unidade escolar situada no munic??pio de Santo Andr??

• Ano de defesa: 2019
• Autor(a) principal: Santos, Magda Pereira dos
• Orientador(a): Ungaro, Gustavo Gon??alves
• Banca de defesa: Ungaro, Gustavo Gon??alves, Ter??ariol, Adriana Aparecida de Lima, Nogueira, Eliete Jussara, Teixeira, Rosiley Aparecida, Giovinazzo J??nior, Carlos Ant??nio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: prova Brasil; avalia????o; gest??o escolar; aprendizagem; educa????o
• Palavras-chave em Inglês: Brazil test; evaluation; school management; learning; education
• Palavras-chave em Espanhol: prueba Brasil; evaluaci??n; gesti??n escolar; aprendizaje; educaci??n
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1987

The present research is the Master's Program in Management and Practical Education (PROGEPE) of the University Nove de Julho (UNINOVE), specifically, on research in Management Education (LIPIGES). The objective of this research is to analyze whether the results of the Brazil test (PB) can be used by the management team as an intervention tool of pedagogical pr??xis to improve the quality of public education. Specifically, it aims to: i) verify if the results of the Brazil Test are parameters to guide changes in the school environment, ii) analyze whether the school management (EG) and teachers use the results and, if so, what intervention methods to the in-service training is structured to foster improvements in the quality of teaching, (iii) to analyze the teachers' posture, in relation to PB's results and what means are applied by GE to provide a better understanding of this evaluation method. The questions that raise the question of research are: i) is it possible to foster changes in the school unit (in relation to pedagogical procedures), in the possession of the results of external evaluations (specifically PB)? ii) If so, how can PB are used by GE and faculty? The established hypotheses assume that the use of the results of external evaluations (in specific BP) corroborates with the systemic improvement of education, when willing to delineate new pedagogical strategies and, in this sense, it is up to GE to intervene with the teaching staff to present the results of the Basic Education Development Index (IDEB) and discuss them to foster solutions and improve the educational processes, thus reducing the problems limited to learning (of the school unit). The universe assigned to carry out this research was a Municipal School of Early Childhood Education and Elementary Education (EMEIEF) that serves children from three to ten years old, located in Santo Andr??, a municipality located in the region of Greater ABC (metropolitan area of S??o Paulo). The subjects that integrated the research are: i) management team and ii) primary school teachers (initial years - 1st to 5th years). The nature of the research was qualitative and the data collection instruments used were: i) analysis of the documents that support the Education Department and the school unit; ii) on-site observation; and iii) a questionnaire with open and closed questions. Governmental documents and determinations were analyzed in the context of school management of public policies, which highlight the main laws and documents that underlie basic education. Theoretical basis focuses on: Lib??neo (2004, 2009, 2014); Gatti (2013, 2014); Saviani (2007, 2008); Freire (1993, 1994); among others. As main results, the research highlights the teacher's difficulties in improving his didactic strategies to improve student learning. Some teachers (research participants) stressed the importance of PB using it as an auxiliary tool, however the research showed that some teachers do not agree with PB and, therefore, do not use or discuss their results. The project proposed as an intervention plan emphasized the importance of continuing teacher training in service, to improve their pedagogical pr??xis, through the PB analysis.