O sistema mineiro de avaliação e equidade da educação pública (SIMAVE) e seus desdobramentos no contexto de duas escolas do sul do estado de Minas Gerais

Abstract

This study analyzed the implications of the Minas Gerais Public Education Assessment and Equity System (SIMAVE) in the pedagogical routine of two municipal schools located in southern Minas Gerais, Brazil, considering the perceptions of teachers, principals, and a pedagogical supervisor regarding the appropriation and use of data generated by external assessments. The investigation sought to understand how schools make use of the data produced by the assessments that comprise SIMAVE and the effects of these results on teaching practices, school management, and pedagogical monitoring. The study was theoretically grounded in the works of Nigel Brooke, Alicia Bonamino, Sandra Zakia Sousa, and Bernardete Gatti, whose research focuses on educational evaluation and large-scale external assessments. This qualitative and exploratory study was conducted through a literature review of academic databases, document analysis, and semi-structured interviews with eight teachers from the 2nd to the 5th grades of Elementary Education, two school principals, and one pedagogical supervisor. Data were analyzed using content analysis procedures. The literature review revealed gaps in academic studies concerning the pedagogical use of SIMAVE results, particularly within the context of municipal schools. Document analysis showed that external assessment results appear in meeting minutes, official communications, and pedagogical projects; however, their use remains predominantly associated with administrative and bureaucratic demands, rather than being consolidated as a reference for pedagogical replanning. The interviews highlighted that SIMAVE is recognized as an important tool for diagnosing student learning; nevertheless, its pedagogical appropriation occurs in a limited and occasional manner, marked by difficulties in data interpretation and weak integration with school planning processes. As an educational product, the material entitled “SIMAVE in Focus: How to Transform Data into Pedagogical Action” was developed to support the professional development of teachers, school administrators, and pedagogical supervisors, aiming to promote a formative and critical use of external assessment results within the school context.