Avaliação da aprendizagem e qualidade educacional: concepções e práticas de professores de matemática do ensino fundamental I

Abstract

This research, developed in the Postgraduate Program in Science and Mathematics Education of the Federal Institute of Goiás, Câmpus Jataí, in the Professional Master in Science and Mathematics Education course, in the research line School Organization, Teacher Education and Science Education and Mathematics, aimed to understand the conceptions and evaluative practices of mathematics teachers of the final years of elementary school I of the municipal public network of Rio Verde / GO and the conception of educational quality to which these conceptions and practices are linked. Based on the assumptions of dialectical historical materialism, the case study research methodology was adopted. The instruments used were: descriptive memorial, questionnaire, direct observation and semi-structured interview. As specific objectives were established: discuss the role of educational policies and the meanings of evaluation and educational quality that they impose and the practical effects of these meanings on teaching work; to present, based on the critical perspective pedagogical literature, the concepts of assessment of learning according to the neoliberal approach and the critical-dialectical and the evaluative practices most commonly employed in the teaching-learning process in Brazilian schools under the aegis of neoliberal policies; to analyze how mathematics teachers of Rio Verde / GO municipal network conceive learning assessment and how they use the results of students' evaluation activities; develop a short course on assessment of school learning and develop it with the research subjects; build, with the research subjects, evaluative tools to guide the process of teaching and learning mathematics and gather them in a portfolio. The results indicated that, in the studied context, there are predominant conceptions and evaluation practices linked to the conception of educational quality from a hegemonic perspective, in which the interests of the ruling class overlap with those of the working class, determining, through policies, what to teach, what, why and how to evaluate learning. The short course, proposed as an educational product, aimed to promote a collective reflection, of theoretical and practical character, on the conceptions and evaluation practices most present in schools and the construction of evaluative instruments guided by a formative perspective, allowing the rethinking of conceptions and practices in view of an emancipating education.