Concepções de professores de matemática sobre a avaliação escolar: o caso da escola sesc de ensino médio

Abstract

School evaluation is the result of social, political and economic dynamics. Assessment in Mathematics, especially in Brazil, is the result of a positivist philosophy, based on the pedagogy of the exam and supported by three pillars: justice, rigor and impersonality. In this context, the instrument most used by Mathematics teachers is the written test or exam. In general, people think that the exam is an inherent element of all educational activities. However, in reality, it presents numerous problems of different orders: social, political and psychopedagogical. The Escola SESC de Ensino Médio (ESEM) uses assessment practices that break with the traditional model. These are exemplified in the master work (Lima, 2018), which presents the Skills Map developed by the Mathematics team in its exams and tests. Researching what are the conceptions of the teachers of this institution about evaluation can contribute to the development of the field of Mathematics Education in the country. The term conception needs to undergo epistemological surveillance (MATOS and JARDILINO, 2016), as there are approximations and distances in relation to other terms, such as belief, perception and social representation. Along with this, a systematic review showed that, in a total of 48 works found in national and international databases, there are few discussions about teachers' conceptions in relation to school evaluation. Therefore, focusing on this theme presents itself as a differential element for the field. Based on the ideas of Thompson (1992), Ponte (1993), Cury (1999) and Roseira (2010), it can be stated that, when studying teachers' conceptions, one should not look for physical or reproductive evidence, but rather , one should seek to understand how the way of thinking, organizing and seeing the world is constructed. This is due to the essentially cognitive nature of conceptions, being indispensable, because they serve as a basis for the production of meanings constructed in relation to the world. These conceptions come from individual and social processes, based on what teachers experience and their collective experiences. Thus, the central question of this research is to investigate: which factors are associated with the conceptions and evaluation practices of ESEM teachers? To answer it, a qualitative research was carried out, with a social constructivist conception. For data collection, a questionnaire was applied and interviews were conducted with the 8 Mathematics professors at the institution. The questionnaire contained questions about the assessment instruments used before and during the remote emergency teaching, due to the pandemic period. For the analysis of the interviews, the teachers' narratives were used as a source of analysis, inspired by the methodology of Oral History in Mathematics Education (GARNICA, 2014) and aimed to identify the teachers' conceptions about teaching and assessment in Mathematics; identify the assessment tools used by teachers; understand the relationship of their academic and professional trajectories with their evaluative practices and understand the relationship of the school context and social context with their evaluative practices. At the end of this research, it was possible to verify that there are internal factors, such as the philosophy of Mathematics and the conceptions about the teaching of Mathematics, and external factors, such as academic and professional trajectories and social and school contexts, which influence the teachers’ conceptions and evaluation practices.