Vozes docentes: percepções de professores de matemática sobre a Política de Avaliação de Mato Grosso

Abstract

This booklet arises from the desire to give public form to the voices of Mathematics teachers from the Mato Grosso state school system, who, in their daily lives, experience the effects of the assessment policy of the state of Mato Grosso, Avalia MT, in their classrooms, in their planning, and in their work relations. In this work, we translate the synthesis of the results of an academic study into a language situated in a transitional space between the academic and the colloquial, with the aim of promoting scientific dissemination that may reach contexts beyond academia. The research that supports this work was a doctoral thesis entitled “Impacts, Influences, and Repercussions of the External Assessment Policy in Mato Grosso (Avalia MT) on Mathematics Teaching and Learning Processes,” developed within the Graduate Program in Education for Science and Mathematics at the Federal Institute of Education, Science and Technology of Goiás/IFG – Jataí/GO, and defended in 2026. The research participants were 30 Mathematics teachers working in seven municipalities in the state, who were heard through semi- structured interviews. Based on their testimonies, we sought to understand how Avalia MT, articulated with other educational policies—such as the provision of Structured Materials, Learning Recovery Programs, Continuing Education, and Performance-Based Bonuses—has reconfigured teaching practice and the ways in which learning in Mathematics is managed.