A avaliação da aprendizagem em matemática na educação básica: contribuições da pedagogia histórico-crítica

Abstract

This dissertation addresses the following research problem: “Considering the assumptions of Historical-Critical Pedagogy, how can learning assessment in mathematics be effectively implemented in basic education?” Once the research problem was defined and the study delimited in its theoretical and practical dimensions, the following objectives were established: (a) general objective: to understand learning assessment in mathematics and its implementation in basic education according to Historical-Critical Pedagogy; (b) specific objectives: to evaluate the importance attributed to learning assessment in mathematics within academic production, specifically theses and dissertations published between 2014 and 2024; to understand learning assessment from the perspective of hegemonic pedagogical theories and their assessment purposes, correlating them with the conceptions and practices of learning assessment present in the Brazilian pedagogical framework as materialized in the context of basic education, in comparison with large-scale assessment; to apprehend learning assessment in mathematics according to Historical- Critical Pedagogy; to analyze the objective conditions of learning assessment in mathematics developed in public basic education schools in the State of Goiás, based on the testimony of mathematics teachers and the perspectives of researchers affiliated with Historical- Critical Pedagogy; and to develop an Educational Product (Pedagogical Handbook) aimed at mathematics teachers in basic education and/or undergraduate mathematics teacher education students, in order to promote an understanding of learning assessment in mathematics grounded in Historical-Critical Pedagogy. The research adopted the historical-dialectical materialist method and involved the following procedures: a state-of-the-knowledge review of theses and dissertations, a literature review of books and scientific articles, and empirical research involving the participation of eighteen mathematics teachers from public basic education schools in the State of Goiás (graduates of the Mathematics Teacher Education Program at IFG – Goiânia Campus) and four researchers affiliated with Historical- Critical Pedagogy. The research instruments consisted of teacher education meetings with the mathematics teachers and interviews with the researchers. The results were analyzed using the categories of the historical-dialectical materialist method and based on a Historical- Critical theoretical framework. The Educational Product, classified as a Pedagogical Handbook, was developed to support the practice of learning assessment in mathematics from the perspective of Historical- Critical Pedagogy. The thesis argues that learning assessment, according to Historical-Critical Pedagogy, can and should be implemented as a political, ethical, and pedagogical practice committed to the full development of students in public schools, especially the children of the working class, and to social transformation.