COMPREENSÕES E USOS DA PROVA PAULISTA POR DOCENTES E COORDENADORES(AS) DE GESTÃO PEDAGÓGICA

This article analyzes how the Prova Paulista (Paulista Exam), a bimonthly digital assessment applied by the state education network of São Paulo, has been understood and used by teachers and pedagogical management coordinators (CGP). The investigation, conducted through a qualitative approach, was carried out in a state school in Bragança Paulista, based on observations of pedagogical meetings, questionnaires administered to teachers, and interviews with CGPs. Content analysis of the data obtained from questionnaires and interviews allowed for the identification of seven categories: Prova Paulista: definitions and purposes; Use of the Prova Paulista in the school context; Relationship between the Prova Paulista and digital materials; The school's material conditions for administering the Prova Paulista; Prova Paulista and Seduc: the control of school work; Students taking the Prova Paulista: the challenge of the digital format; (Mis)trust in the results of the Prova Paulista. Among the research findings, it stands out that although the assessment is presented as diagnostic by the State Department of Education (Seduc-SP), it has operated as a mechanism of control, ranking, and curricular narrowing, thereby deepening the logic of meritocracy and teacher accountability. An association between the Prova Paulista and the digital materials sent by Seduc-SP was also observed, which contributes to the loss of teacher autonomy. By linking assessment and digital platforms, the Prova Paulista deepens processes of pedagogical control and the platformization of education.