Práticas avaliativas de professores de matemática na Educação de Jovens e Adultos

Abstract

The present study had as general objective to discuss about the evaluation practices of Mathematics teachers in the EJA of the public schools of the municipality of Mamanguape. The methodology was qualitative and a case study was conducted through a questionnaire with open and closed questions. Six teachers of Mathematics who teach in Youth and Adult Education in four schools in the city of Mamanguape - PB, were interviewed by the research team. Our theoretical support was consisted of authors like: Luckesi (1999, 2000, 2014); Hoffmann (2002); Perrenoud (1993); Hadji (2001); Pavanello-Nogueira (2006); Brunel (2004); Coura-Soares (2011) and others. The results suggest that discussing the evaluative practices of teachers of Mathematics in Youth and Adult Education was an additional opportunity to reflect that such practices need to take into account the context of EJA and the specific knowledge for this modality, furthermore, there is a need for a emancipatory character of evaluation in a way that they are concerned to include the EJA student in view of the wide exclusion process that these students possess and that the students' fear of error and reproof should serve as a positive contribution to the search for satisfactory knowledge in Mathematics.