ADVANCES IN LEARNING IN CEARÁ: A STUDY OF SPAECE DATA BETWEEN 2022 AND 2024

Abstract

This article analyzes advances in learning in the public school system of the state of Ceará based on the results of the Permanent System for the Evaluation of Basic Education of Ceará (SPAECE) between 2022 and 2024. The study is grounded in the understanding that large-scale assessment systems play a relevant role in monitoring educational quality and tracking student performance. Methodologically, the research adopts a quantitative and descriptive approach, based on the analysis of secondary data from official SPAECE reports, complemented by a literature review on educational assessment in the Brazilian context. The results indicate that, after the impacts caused by the COVID-19 pandemic—particularly on teaching and learning processes—there has been a gradual recovery in students’ proficiency levels throughout the analyzed period. This scenario highlights the importance of educational policies aimed at learning recovery and the systematic monitoring of educational indicators. However, the data also reveal the persistence of challenges related to educational inequalities and regional differences in student performance. It is concluded that the systematic use of educational data represents an important instrument to support public policy formulation and strengthen pedagogical strategies aimed at improving the quality of public education in the state of Ceará.