O sistema de avaliação e monitoramento das aprendizagens de Raposa – SAMAR e a participação dos gestores escolares na elevação dos indicadores de qualidade

Abstract

The study entitled “The Raposa Learning Assessment and Monitoring System (SAMAR) and the Participation of School Administrators in Improving Quality Indicators”, developed within the Graduate Program in Education (PPGE) – Professional Master’s Degree at the State University of Maranhão (UEMA), aims to analyze SAMAR within the municipal education network of Raposa, Maranhão, as well as the importance of school management in improving educational quality indicators.From a theoretical perspective, the study is grounded in works that discuss educational assessment systems, drawing on authors such as Saviani (2008, 2010), Hoffmann (2012), Luckesi (2021), Fonseca (2009), Szymanski (2018), Zakia and Lopes (2024), Mello and Bertagna (2016), Ferrarotto (2021), Schneider and Nardi (2014), and Silva (2009), among others. In addition, it analyzes the trajectory of educational assessment policies, considering their historical development, with an emphasis on assessments at the municipal level. Educational assessment is understood as a relevant element concerning the cognitive mastery of content, playing a decisive role by providing results for education systems. From this perspective, it can be described based on the logic of educational and school administrators, being associated with notions of excellence and regulation, as it also performs a regulatory function over pedagogical work carried out in the classroom. Methodologically, the research is based on historical-dialectical materialism and adopts a qualitative approach. Data collection instruments included observation protocols and semi-structured interviews conducted with staff members from the Municipal Department of Education and school administrators from the Raposa municipal school network.The results of the study revealed that SAMAR constitutes an important instrument for producing educational data capable of supporting pedagogical planning and decision-making within school management. However, it was found that the effectiveness of the system is directly related to the performance of school administrators, especially regarding the interpretation of results, the articulation of these data with the school’s pedagogical project, and the definition of strategies aimed at improving the teaching and learning process. The research also revealed that the results obtained through SAMAR interfere with the organization of pedagogical work in schools by enabling the identification of students’ learning weaknesses and potentialities. Nevertheless, limitations were also identified in the pedagogical use of these results, mainly associated with the need for continuing education for school administrators in the analysis of assessment data and the creation of systematic spaces for collective reflection within schools.Based on the collected data, a Technical-Technological Product was developed, consisting initially of a guidance handbook aimed at assisting school administrators in understanding and applying SAMAR results within the context of educational management practices