Avaliações de larga escala: um diálogo com professoras de Matemática do 9º ano do ensino fundamental no município de Bagé-RS.

Abstract

This dissertation was developed in the Graduate Program in Science and Mathematics Teaching – Professional Masters. The research proposed to understand how the 9th grade Mathematics teachers perceive the realization of the external evaluation, Prova Saeb, by their students. It also sought to know the perception that these 9th grade Mathematics teachers had in relation to school assessment, identifying which pedagogical practices they carry out to carry out the assessment in the classroom and seeking their knowledge, in relation to external and the assessments carried out in the classroom. For this, the choice of the research subjects happened voluntarily, being teachers who worked in schools that had already carried out some edition of the Saeb Test. The instruments used for data collection were a questionnaire answered virtually, through the Google Forms application, a conversation with semi-structured questions, carried out by the Whatsapp application, and also a literature search with documental analysis of the Law of Guidelines and Bases, Common National Base Curriculum, Ordinances that regulate the Prova Brasil, and the Prova Saeb, documents that show studies on large-scale assessment and evaluation, among other documents necessary for the study of this theme. The main authors who contributed to this work were Fernando Luckesi, Juçara Hoffman, Marta Khol, Philippe Perrenoud, Vasco Moretto, Vigotsky, among others. For the analysis of the collected data, Discursive Textual Analysis was performed, according to Moraes and Galiazzi, where the agglutinating elements were identified, the initial, intermediate and final categorizations were carried out and the construction of metatexts was carried out. From the conclusions that emerged in the categorizations and were exposed in the metatexts, it was possible to see how much our school evaluation process is linked to a process of internalization of knowledge, with the idea of valuing the student who is able to repeat the information given by the teacher. It is then noticed that there is a need for continuous study of the practices that make up the assessments, which students are submitted to, because there are still weaknesses in this learning assessment process that also reflects on the performance of large-scale assessment by these students.