Uma análise sobre o uso da avaliação como instrumento para o replanejamento da prática pedagógica do professor de matemática do ensino médio no município de Jacaraú-PB

Abstract

Pedagogical practice and evaluation are frequently discussed issues in the educational field, having diverged opinions over the decades. The fact is, these concepts have contributed significantly to the development of education in general over the decades. Analyze the use of school evaluation as an instrument for the re-planning of pedagogical practice by teachers of mathematics in the secondary school in the municipality of Jacaraú - PB. The methodology used is based on a qualitative, descriptive approach to objectives and case study of data collection processes. The study took the size of the sample of 5 high school teachers in the municipality of Jacaraú /PB. The tools used for data collection were an electronic questionnaire containing 7 questions and an interview containing 10 open questions. The data collected revealed that while the system has imposed the practice of traditional evaluations, there has been a significant change in teachers' conceptions of what it means to evaluate. They went on to see evaluation not only as a means of awarding grades, but as an indicator and a guide to improve their pedagogical practice in teaching mathematics. Evaluation has emerged as a powerful ally in teachers' strategies, making it easier to investigate the causes of difficulties in students' learning and in the improvement of teaching practice itself. The results also pointed out that teachers have changed their view of school evaluation over the years. This is evidenced by the teachers' own reports about their experiences with school evaluation throughout their childhood and adolescence. Through the reports, the teachers showed that evaluation plays a central role in their practices, being a decisive factor for the development of students in mathematics. Finally, the study found the relevance and potential of the school evaluation to improve the teacher's pedagogical practice, helping in the understanding and teaching of mathematics, encouraging an innovative approach in the teaching-learning process.