Avaliação de sistemas e supervisão pedagógica: desafios, possibilidades e implicações

Abstract

The research in question was developed in the context of the Postgraduate Program in Education (PPGE), Professional Master's Degree in Education at the Federal University of Lavras (UFLA) and focused on system evaluations of the State Department of Education of Minas Gerais (SEE/MG) correlating them to the work of pedagogical supervision. Pedagogical supervision has an important role in evaluation processes in understanding and using their results. Many difficulties are encountered by supervisors regarding evaluations, which can interfere with the good development of work. It is assumed that continued training could have strong potential in helping these professionals work. It is essential to highlight the link between supervision and evaluation, with supervision being that which can contribute to effective student learning. This study had the general objective of identifying the challenges, possibilities and implications of systems assessment in the performance of pedagogical supervision in schools in the state network of Minas Gerais. Specifically, the aim was to understand the function of pedagogical supervision in the state network of Minas Gerais, analyze the role of pedagogical supervision with a focus on the Minas Gerais System for Evaluation and Equity in Public Education (SIMAVE), considering systemic assessments of learning and Program Evaluation of the Public Basic Education Network (PROEB), identify and analyze the subsidies offered by the state network for the performance of pedagogical supervision in the use of SIMAVE results in schools, learn how SIMAVE results are analyzed and used by the pedagogical team of schools. To support the research, the theoretical framework was based on studies by Bonamino, Dalben, Gatti, Sousa, Saviani, Perboni, Freitas, Rangel, among others. We opted for qualitative, exploratory research with documentary and bibliographic analysis. For data collection, questionnaires were applied and interviews were carried out with pedagogical supervision professionals and interviews with educational analysts from the regional teaching superintendence. The data were systematized and analyzed using the content analysis proposed by Bardin. It is hoped that this research can contribute to understanding the role of pedagogical supervision and developing its work in relation to systemic assessments. The results of this research showed that the biggest challenges encountered in the performance of pedagogical supervision in schools in the state network of Minas Gerais in relation to system evaluations were the motivation and participation of the students themselves in the evaluations, which end up trivializing the process; Another challenge that also permeates supervision is the resistance of teachers in promoting pedagogical interventions based on the results of system assessments. As a result of the results of this research, the Educational Product (PE) was proposed as a material that guides the carrying out of continuing education processes for the pedagogical supervision of basic education schools of the State Department of Education of Minas Gerais (SEE-MG).