Entre o macro e o micro o uso do painel da rede municipal e das avaliações bimestrais escolares na construção de estratégias de ensino de Língua Portuguesa para o 5º ano da Escola Municipal Professor Francisco Mauricio de Mattos Dourado

Abstract

This research investigates how the Municipal Network Panel of Fortaleza and the school bimonthly assessments contribute to the development of pedagogical strategies in the teaching of Portuguese Language in the 5th grade of Elementary Education. Educational assessment, at different scales, constitutes an essential tool for understanding student learning and guiding pedagogical planning. The study articulates the macro and micro levels of assessment, represented by the Network Diagnostic Assessments (ADR) and the internal school assessments, with the objective of understanding how these data can interact and support more effective pedagogical practices. The research examines how the results of the Network Panel and the internal bimonthly assessments can inform the planning and improvement of Portuguese Language teaching in the 5th grade. It assumes that the articulation between macro data (ADR) and micro data (internal assessments) contributes to identifying learning gaps, guiding interventions, and strengthening teaching practices. The study analyzes normative documents and evaluative practices of the Municipal Network of Fortaleza, as well as the processes adopted at Escola Municipal Professor Francisco Maurício de Mattos Dourado, in order to understand possibilities for the integrated pedagogical use of these sources of information. The methodology adopts a qualitative approach, applied in nature and descriptive-analytical in character, based on documentary analysis and a case study, using Network Panel reports, bimonthly assessment results, and official documents. Data triangulation seeks to understand the convergence between external and internal indicators and how these results are pedagogically appropriated by teachers. The study is grounded in authors such as Luckesi (1995), Hoffmann (1993), Esteban (2000) and Saviani (2008), who defend a formative and inclusive conception of assessment, in contrast to classificatory and exclusionary perspectives. It also dialogues with public assessment policies in large scale, such as SAEB and SPAECE, and highlights the Network Panel as a tool for pedagogical management and decision-making. The results indicate that, although the Panel and the bimonthly assessments have distinct natures, they can be integrated into a continuous assessment process: the Panel provides a macro view of learning at the network level, while internal assessments offer a micro-level reading, closer to class-specific and school-context realities. The articulation between these two levels expands the capacity for pedagogical intervention, allowing teachers to plan actions aligned with the skills of the BNCC and the DCRFor. The scientific relevance of the study lies in its contribution to strengthening evidence-based pedagogical practices and consolidating a critical assessment culture within the Municipal Network of Fortaleza. From a social perspective, it reaffirms the commitment to equity and to improving the quality of education by considering assessment as a tool for identifying inequalities and guiding more just pedagogical actions. In the educational sphere, it highlights the centrality of assessment as a formative instrument and as a structuring element of pedagogical planning, particularly in the teaching of Portuguese Language in the 5th grade.