Percepções de profissionais da educação sobre práticas e estratégias no contexto do IDEB: um estudo em uma escola dos anos iniciais de Humaitá/AM

Abstract

This research analyzed the perceptions of education professionals regarding the practices and strategies that contributed to the results of the Basic Education Development Index (IDEB) at a municipal school in Humaitá/AM that serves the 5th grade of Elementary School. It was based on the understanding that educational quality is a multidimensional construct that goes beyond numerical indicators and involves formative, structural, pedagogical, and social aspects. Thus, IDEB was considered not only as a measurement index but also as a starting point for reflecting on practices, processes, and meanings constructed in the school daily life. The study, with a qualitative approach and descriptive- exploratory nature, conducted semi-structured interviews with four professionals from the investigated school: the Manager, the Pedagogue, and the Portuguese Language and Mathematics Teachers.The data were subjected to Content Analysis, according to Bardin (2016), and organized into four categories: (a) characterization of the school; (b) perceptions of the IDEB; (c) practices and strategies of education professionals aimed at achieving the goals; and (d) challenges faced by the school team. The results show that the school's performance in the IDEB stems from a set of coordinated actions between management, pedagogical coordination, and teachers, involving systematic monitoring of learning, collaborative planning, methodological reorganization, formative assessment practices, and mobilization of the school community. On the other hand, challenges such as structural deficiencies, limitations in teaching and learning resources, weaknesses in continuing education, and insufficient family participation remain obstacles to the advancement of educational quality. It is concluded that, although the IDEB has a significant influence on the organization of pedagogical work, its critical adoption can strengthen formative practices and promote real improvements in the teaching-learning process. The research is part of the Graduate Program in Science and Humanities Education (PPGECH) at the Federal University of Amazonas (UFAM), in the area of Human Sciences Education, and it contributes to uncovering the political and ideological dimensions of external assessments, as well as rethinking evaluation practices in the school context.