?rea de concentra??o: Educa??o e Gest?o de Institui??es Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-02-22T20:53:05Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) uracia_melissa_lima.pdf: 2460549 bytes, checksum: 69e79a1120eb36f0727edf6bb052b87a (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-03-09T18:42:38Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) uracia_melissa_lima.pdf: 2460549 bytes, checksum: 69e79a1120eb36f0727edf6bb052b87a (MD5) / Made available in DSpace on 2018-03-09T18:42:38Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) uracia_melissa_lima.pdf: 2460549 bytes, checksum: 69e79a1120eb36f0727edf6bb052b87a (MD5) Previous issue date: 2016 / A presente disserta??o aborda uma tem?tica que tem ocupado espa?o proeminente nos debates em torno das pol?ticas p?blicas nacionais: as a??es envolvidas no planejamento e gest?o da aprendizagem com base na trajet?ria da Prova Brasil. O discurso oficial apresenta a Prova Brasil como uma inova??o e avan?o para a educa??o brasileira, pois permitiria aos gestores p?blicos, escolares e ? sociedade em geral conhecer a qualidade do ensino oferecido em cada unidade escolar. Da mesma forma, declara que as informa??es produzidas seriam utilizadas para subsidiar as a??es dos dirigentes estaduais e municipais, bem como a dos atores escolares, em prol do cont?nuo aperfei?oamento do trabalho pedag?gico. Nesse sentido, o presente estudo buscou compreender as a??es envolvidas no planejamento e gest?o da aprendizagem da equipe pedag?gica da Escola Municipal Belita Tameir?o (EMBT), Diamantina-MG, na trajet?ria de participa??o dessa institui??o na Prova Brasil, no per?odo de 2013 a 2015. Dessa forma, buscamos instituir um direcionamento metodol?gico a ser utilizado na compreens?o do objeto, optamos pela pesquisa de abordagem qualitativa, de natureza b?sica, quanto aos objetivos descritiva e aos procedimentos, uma pesquisa documental. Considerando o objetivo geral desta pesquisa, percebemos nos documentos analisados a grande preocupa??o da equipe pedag?gica em orientar os professores a trabalharem atividades e quest?es avaliativas voltadas ?s compet?ncias. Apesar disso, ficou evidente que ? pouca a correspond?ncia das compet?ncias avaliadas em sala de aula e as compet?ncias avaliadas pela Prova Brasil. Os resultados da pesquisa revelam que isso foi devido ao fato dos instrumentos avaliativos utilizados pelos professores n?o trazerem em todos os seus itens e quest?es a avalia??o de compet?ncias, realizando, em maior medida, uma avalia??o mec?nica. Nos instrumentos analisados, as ?nicas compet?ncias percebidas correspondem ?s compet?ncias avaliadas pela Prova Brasil, por?m, havendo uma maior concentra??o 1) na avalia??o de compet?ncias de interpreta??o de texto mais elementares para L?ngua Portuguesa e 2) na avalia??o de compet?ncias de Matem?tica ligadas ao c?lculo utilizando as quatro opera??es. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This master thesis cover a subject that has occupied a prominent space in the debate around national public policies: the actions involved in the planning and learning management based on the trajectory of Prova Brasil. Moreover, the official discourse has the Prova Brasil as an innovation and advancement for Brazilian education, once that it would allow the public and school managers and also the society in general to know the teaching quality offered in each school. Similarly, it states that the information gathered would be used to subsidize the actions of state and local leaders, as well as of school staffs in support of continuous improvement of pedagogical work. In this direction, the present study sought to understand the actions involved in the planning and management of learning of the teaching staff of the Belita Tameir?o School (EMBT), Diamantina-MG, the trajectory of participation of this institution of the Prova Brasil, from 2013 to 2015. In this way, we seek to establish a methodological guidance to be used in understanding the goal; we chose the qualitative research, in basic nature, as the descriptive objectives and procedures, a documental research. Given the purpose of this work, we realized, on the analysed documents, the major concern of the pedagogic team to guide teachers to work activities and evaluative questions related to competence. Nevertheless, it became clear that is low correspondence of the competence assessed in the classroom and the competence assessed by Prova Brasil. The research results show that this was due to the fact that evaluation instruments used by teachers do not bring in all their items and questions the assessment of skills, performing, in a greater extent, a mechanical evaluation. In the analysed instruments, the only noticed competences relate to the appraised competences for the Prova Brasil, however, having a larger concentration 1) in the evaluation of competences of text interpretation more elementary for Portuguese Language and 2) in the evaluation of competences of Mathematics linked to the calculation using the four operations.