A (in)compreensão do SIMAVE: uma pesquisa-ação com professores de matemática no ensino médio

Abstract

Large-scale assessments have come to occupy a prominent place in the school context, influencing schools, teachers, and students. However, their results are not always used effectively in pedagogical planning or in the formulation of educational policies, limiting their potential to improve learning outcomes. Despite the extensive production of data, studies investigating how teachers and school administrators interpret and use these results in the school context remain scarce. Given this scenario, this study aimed to investigate how teachers and educational supervisors interpret the results of the serial assessments conducted by the Minas Gerais System for the Assessment and Equity of Public Education (SIMAVE) and how these data are used in school planning and teaching practices. Adopting a qualitative approach, the research employed questionnaires and interviews with professionals from three public schools in the state education network of Minas Gerais, Brazil. Based on an analysis of the participants’ prior knowledge of large-scale assessments, a training intervention grounded in action research was developed and organized into workshops focused on interpreting the results of the 2025 SIMAVE diagnostic assessment and designing actions to address possible learning gaps. The findings revealed an initially limited understanding of the pedagogical use of large-scale assessment data, as well as obstacles related to planning time, multiple teaching demands, and the misalignment between curriculum and assessment requirements. These findings highlight the limitations of accountability models centered on performance indicators when disconnected from the actual working conditions of schools. Throughout the workshops, however, participants demonstrated an expanded understanding and greater appropriation of SIMAVE results as a resource for pedagogical planning and the development of intervention strategies. As an outcome of the study, the educational product entitled Training Workshop Cycle: The Case of Large-Scale Assessments was developed, consisting of a teacher's guide on large-scale assessment and a sequence of workshops designed to support teachers and school administrators in interpreting and pedagogically using assessment results.