Sistema Municipal de Educação de Fortaleza: um estudo sobre os efeitos das avaliações diagnósticas da rede pública nas práticas pedagógicas e de liderança nas escolas e seus reflexos nos resultados dos estudantes

Abstract

Since the 1990s, external assessment has been a central topic of discussion at pedagogical meetings and has become the subject of research in many studies, prompting several states and municipalities to implement educational assessment programs, enabling on-site monitoring of their schools. In 1992, the state of Ceará was one of the first states to establish the Permanent Basic Education Assessment System (SPAECE), with methodological guidelines aligned with the Basic Education Assessment System (SAEB), which has undergone significant transformations to date. To prepare its students for this process, the Fortaleza Municipal Secretariat (SME) created the Elementary Education Assessment System (SAEF), which uses periodic diagnostic assessments to monitor school performance. Therefore, the central objective of this thesis is to analyze the use of the results of Network Diagnostic Assessments (NDA), their effects on the practices of Portuguese Language and Mathematics teachers in the final years of elementary school, on school leadership, and their impact on academic outcomes in the state of Ceará. This study is relevant because it provides a detailed understanding of the impacts of Network Diagnostic Assessments (NDA) on pedagogical practices and school leadership. Methodologically, it offers a research model replicable in other educational contexts, valuing a mixed-method approach and the inclusion of diverse qualitative and quantitative data sources. School performance data were analyzed, and interviews with administrators and questionnaires with teachers were conducted, allowing for a comprehensive understanding of the impacts of Network Diagnostic Assessments (NDA). The research reveals variations in performance and effective interventions, guiding educational policies adapted to local realities and contributing significantly to the debate on the effectiveness of NDA by identifying areas for improvement that allow for adjusting pedagogical practices. Indeed, teachers planned specific interventions, and principals used data to make curricular changes, which led to the improvement in pass rates that declined after the pandemic, hence the need for ongoing pedagogical interventions. This study shows how Network Diagnostic Assessments (NDA) impact pedagogical practices and school leadership, providing data for effective interventions and educational improvement. It also suggests an evidence-based management model, promoting collaboration between management teams and teachers to improve teaching and learning.