BETWEEN DIAGNOSIS AND ACTION: PEDAGOGICAL COORDINATORS' COGNITIONS ABOUT THE AVALIA MT SYSTEM IN TEACHING AND LEARNING

Authors

DOI:

https://doi.org/10.61164/8ccqs078

Keywords:

External Assessments, Avalia MT, Teaching and Learning, Pedagogical Coordinators, Learning Recovery

Abstract

The article analyzes the cognitions of pedagogical coordinators regarding the impact of the Avalia MT System assessments on teaching and learning. External assessments, conceived as instruments for diagnosis and pedagogical planning, play a central role in defining teaching strategies. The aim of the study was to understand the perceptions of coordinators from state public schools about the contribution of these assessments to identifying learning gaps and supporting pedagogical replanning. This qualitative research, with a descriptive and phenomenological approach, was conducted with four pedagogical coordinators from state schools in Mato Grosso, whose professional experience ranged from 4 to 12 years. Data collection was carried out through questionnaires using a Likert scale, in which participants evaluated 11 statements about the impact of the assessments on their pedagogical practices. Statistical analysis of the responses revealed a predominantly positive perception regarding the usefulness of these assessments for diagnosing learning and planning pedagogical actions. The results indicate that Avalia MT has proven effective for pedagogical replanning, especially in recovering unconsolidated content. However, there is a need for greater integration between assessment data and everyday pedagogical practices. Furthermore, it is suggested that continuous support be provided to teachers in order to enhance the use of assessment results in the teaching and learning process.

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Author Biographies

  • Dr. Lauro Luiz Pereira Silva, State Department of Education of Mato Grosso (SEDUC-MT)

    English language teacher at the State Department of Education of Mato Grosso (SEDUC-MT), working in elementary and high school education. Assigned to Escola Estadual Militar Tiradentes CB PM VANILSON SILVA CARVALHO. Educational Mentor at KANTTUM EDU – Continuing Education for Schools and Companies (KANTTUM-EDU). Holds a PhD and a Master’s degree in Linguistic Studies (Linguistics and Applied Linguistics) from the Federal University of Uberlândia (UFU). Specialist in the theory of teaching and learning English at Faculdade Montes Belos (FMB), in Languages and their Technologies and the World of Work, and in Curriculum and Teaching Practice in the Early Years of Elementary Education at the Federal University of Piauí (UFPI), and in School Management at Faculdade Uninectar. Graduated in Portuguese/English Language and their respective Literatures from the State University of Minas Gerais (UEMG). Vice-leader of the Research Group (CNPq) Teaching/Learning Portuguese Language in Digital Times at the Federal University of Rondonópolis (UFR). Professional in the state education network, 1st place in the SEDUC-MT Public Competition, Notice 01/2017. Worked as Writer and Instructor for the Support Program for the Implementation of the National Common Curricular Base (ProBNCC) and as a member of the Working Team of Connected Learning and Development of Distance Materials at the State Department of Education of Mato Grosso (SEDUC-MT). On the SEDUC-MT YouTube Channel, produced English language classes for the Pré-Enem Digital Golda program of the State Department of Education of Mato Grosso.

  • Amauri de Queiroz Paiva, Federal University of Rondonópolis (UFR)

    Bachelor’s degree in Informatics from the Federal University of Maranhão (UFMA). Bachelor’s degree in English Language from Estácio de Sá University (UESA). Specialist in Critical Practices of English Language Teaching from the Federal University of Rondonópolis (UFR). Specialist in Educational Informatics from the Federal Institute of Education, Science and Technology of Maranhão (IFMA). Postgraduate degree in Higher Education Teaching from the Latin American College of Education (FLAED). Specialist in English Language Teaching Methodology from the Brazilian Institute of Teaching and Consulting (IBRA). Works in teacher training, pedagogical innovation, and integration of technologies in language teaching and higher education.

  • Fabricia Cunha da Silva, State University of Maranhão

    Bachelor in Pedagogy from the Faculdade Latino Americano de Educação (FLAED). Specialist in Special and Inclusive Education from Faculdade IBRA, Specialist in School Management from the State University of Maranhão (UEMA). Specialist in Institutional Psychopedagogy with an Emphasis on Special Education from Faculdade Malta. Works in Early Childhood Education, combining a solid theoretical foundation with practical experience in developing inclusive pedagogical strategies. Her diverse academic background qualifies her to work with educational diversity, school process management, and psychopedagogical intervention, demonstrating commitment to quality education and the comprehensive development of early childhood students.

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Published

2025-11-28

Issue

Vol. 20 No. 03 (2025): REMUNOM - ISSN 2178-6925

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Artigos

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Copyright (c) 2025 Dr. Lauro Luiz Pereira Silva, Amauri de Queiroz Paiva, Fabricia Cunha da Silva

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How to Cite

BETWEEN DIAGNOSIS AND ACTION: PEDAGOGICAL COORDINATORS’ COGNITIONS ABOUT THE AVALIA MT SYSTEM IN TEACHING AND LEARNING. (2025). REMUNOM, 20(03), 1-33. https://doi.org/10.61164/8ccqs078