Uma análise de práticas avaliativas de matemática em uma escola integral do município de João Pessoa-PB

Abstract

In the present work we investigate the conceptions about evaluation in the field of Mathematics teaching. The methodology applied in the investigation of our study consists of a qualitative research, from which we interviewed the professor of a state school in the state of Paraíba about his concepts and thoughts with the subject of our research. Our theoretical framework is based on the ideas of scholars in the field of education, such as Haydt, Hoffmann and Luckesi, who discuss the subject of evaluation, highlighting Hoffman's concept of mediating evaluation. From the theoretical point of view, the fact that the process of learning assessment, until now, is moving slowly towards a practice that encourages the teaching-learning process more than the verification of the results collected in assessments. Based on the data obtained in our study, of a qualitative and exploratory nature, through an interview with a high school teacher from a public school, we highlight the need to insert a mandatory subject related to assessment in mathematics in the courses of Degree in Mathematics, as well as the need for investment in continuing education on the topic, allowing the teacher to expand his understanding of the possibilities of evaluation of his students. The professor participating in our study, despite advocating an evaluation practice based on more qualitative than quantitative aspects, points out that, in practice, there are limitations that imply in carrying out evaluations in a more traditional perspective, that is, based on written and individual evaluations. . In high school, in particular, there is an informal direction for the inclusion of large-scale test questions in school assessments, which can interfere with the objectives of school assessments in a formative direction