Política de avaliação externa do estado de Mato Grosso e as influências na prática pedagógica do(a) professor(a) de matemática

Abstract

In this article, we present excerpts from an ongoing doctoral research project at the Federal Institute of Goiás (IFG) – Jataí Campus/GO, within the scope of the Study and Research Group on Mathematics Education in Schools (GEPEME). Our objective is to understand the influences of Mato Grosso's external assessment policy on the pedagogical practices of mathematics teachers. The guiding question of this research is as follows: how does the external assessment policy of the state of Mato Grosso influence the pedagogical practices of mathematics teachers? To address this, we draw on the theoretical framework of Sousa and Oliveira (2010), Gatti (2012), and Barreto and Pinto (2001). The data were collected through semi-structured interviews conducted with 30 mathematics teachers from seven municipalities in Mato Grosso. Data analysis was carried out using Content Analysis, following the perspectives of Bardin (1977) and Rodrigues (2019), allowing us to identify three Recording Units, presented in this text as focal points of influence. The identified focal points were: "Superficiality of Teaching Activities," "Curriculum Rigidity," and "Reduction of Professional Autonomy."