Impactos, influências e repercussões da Política de Avaliação Externa em Mato Grosso (Avalia MT) nos processos de ensino e aprendizagem de matemática

Abstract

In the present study, we investigate the thesis that the implementation of the actions of the external assessment policy “Avalia MT”, from 2022 to 2024, led Mathematics teachers in the Mato Grosso state public education system to reorient their Mathematics teaching and learning processes. This change is characterized by the prioritization of specific contents and skills that are the object of large-scale assessments, to the detriment of a broader curricular approach, reflecting a perception that the structured teaching system began to value measurable results more than the recomposition and monitoring of students’ learning. Based on the definition of the thesis we seek to prove, we aim to analyze the impacts of the external evaluation policy of the state of Mato Grosso (Avalia MT), as part of the Structured Teaching System intended for monitoring and managing the learning of students in the state education network, from the perspective of Mathematics teachers working in schools. The question that guides this research is: What reverberations of the actions implemented by Avalia MT as a policy for monitoring and managing the learning of students in the state education network of Mato Grosso can be analyzed from the voices of Mathematics teachers working in schools? The methodological conceptions are grounded in the qualitative approach and in the Case Study modality. The data used in the analysis were obtained through semi-structured interviews conducted with 30 Mathematics teachers who work in the cities that compose the research locus. The research locus is a region composed of seven municipalities, which, in turn, comprises the region of my residence and professional activity. The data were systematized and analyzed through Content Analysis, from the perspective of Bardin (1977), Rodrigues (2019), and Rodrigues and Brito (2025), which enabled us to constitute three Categories of Analysis: (i) Impact of Avalia MT on the Monitoring of Students’ Learning; (ii) Aspects and Influences of Avalia MT on Teaching Work; and (iii) Repercussions of Avalia MT as a Managerial Policy of the State Education Network. Through the analyzed data, we evidenced that Mathematics teachers from the state education network of Mato Grosso reoriented their didactic activities under the influence of the actions of the state evaluation policy. Furthermore, potentially, this policy tends to be reduced when it is primarily organized by goals and rankings, impacting the insufficiency of pedagogical time for the recomposition and real monitoring of students’ learning in the state network. Articulated with the results of this research, there is also the Educational Product, materialized as an e-book, in the form of a booklet, entitled “TEACHING VOICES: Perceptions of Mathematics Teachers on the Evaluation Policy of Mato Grosso”. This Educational Product synthesizes what is attributed as the essence of the research results, giving public form to the voices of Mathematics teachers from the state education network of Mato Grosso, who experience the effects of the evaluation policy of Mato Grosso, validated by the participants themselves as voices of their perceptions.