DATA-BASED LEARNING MANAGEMENT: RELATIONSHIPS BETWEEN THE PLURALL PLATFORM AND THE 2025 IDEB IN A STATE PUBLIC SCHOOL IN BAHIA

Abstract

This article analyzed the relationship between the use of the Plurall platform as a pedagogical monitoring tool and the 2025 IDEB results at Colégio Estadual Altair Almeida Meira, discussing the possibilities and limitations of data-based learning management. This is a documentary study with a qualitative, descriptive-analytical approach, based on the analysis of performance reports from the platform concerning third-year high school students and documents related to the school's external assessment results. The analysis showed that data produced throughout the assessment process can contribute to identifying learning difficulties, planning pedagogical interventions, and supporting educational decision-making. However, it also revealed that indicators alone cannot capture the complexity of learning processes, particularly when the concrete conditions under which assessments are administered and students' individual differences are disregarded. In dialogue with authors from the fields of assessment, curriculum studies, and the philosophy of difference, the study concludes that data-based management can constitute an important pedagogical resource, provided that indicators are understood as elements for analysis and intervention rather than as a comprehensive representation of learning.