ANALYSIS OF SAEB RESULTS IN 9TH GRADE MATHEMATICS IN THE MUNICIPALITIES OF PARNAÍBA-PI AND REMANSO-BA AS MULTIPLE CASE STUDIES

Abstract

This article analyzes the use of the Basic Education Assessment System (SAEB) results as a diagnostic and pedagogical management tool, focusing on Mathematics performance in the 9th grade of Middle School. The general objective was to diagnose proficiency patterns and identify weaknesses in distinct educational contexts to understand how external assessment data can support school planning. Methodologically, the research adopted a qualitative approach, characterized as a multiple case study based on Yin’s (2001) replication logic. The units of analysis were the municipalities of Parnaíba (PI) and Remanso (BA), strategically selected to provide a framework for comparison and contrast. The results reveal divergent scenarios: while Parnaíba shows an ascending and consolidated trajectory, with an IDEB of 5.2 and strong articulation with teacher training programs (PIBID/Pedagogical Residency), Remanso evidences a stagnation framework, with only 4% of adequate proficiency in Mathematics, reflecting structural inequalities and the impacts of post-pandemic pedagogical disruptions. It is concluded that SAEB fulfills its social role only when its indicators are critically interpreted and converted into focused pedagogical interventions, moving beyond a mere classificatory logic toward equity and effective learning quality.