O pibid como um espaço de fala, escuta, discussão e reflexão sobre práticas avaliativas no laboratório de ensino de matemática

Abstract

This doctoral thesis investigated the professional development processes of mathematics student-teachers as they implemented assessment practices within a project of the Institutional Teaching Initiation Scholarship Program (Pibid). The research was grounded in the theoretical assumptions that Assessment for Learning (AfL), conceived as a continuous, mediating process integrated with teaching, serves to actively support student learning. These assumptions also consider the function of assessment to present a snapshot of student progress, known as Assessment of Learning (AoL), understanding the complementary relationship between these types of assessment. Thus, this investigation within the Pibid context focused on the articulation between AfL theory and its practice in pedagogical proposals for the Mathematics Teaching Laboratory (LEM). This is a qualitative study with a descriptive and interventional character, conducted with ten mathematics student-teachers linked to the Pibid at the Federal Institute of Rio de Janeiro (IFRJ). The training proposal developed with this group, called a workshop, was structured in six phases: training, planning, simulation, teaching practice, collective reflection, and individual reflection. Data were produced primarily through video recordings of Pibid meetings and supplemented by various written records such as field diaries, lesson plans, reports, and observation sheets. The records were analyzed using a proprietary methodology inspired by Bardin's (2016) Content Analysis and other methodologies adapted from it, in addition to Powell's (2015) video analysis methodology. The results, organized into three categories, indicate that: the training of these mathematics student-teachers faced initial challenges imposed by traditional assessment conceptions, such as student Math Anxiety, superficial understandings of AfL theory and practice, and a perceived view of the limitations of assessment within the LEM. Throughout the process, the student-teachers developed deeper understandings of AfL, discussing its investigative, continuous, inclusive, and dialogic nature; however, the teaching activities within Pibid showed that the development of AfL in assessment practices is a process of advances and setbacks. The student-teachers' reflections showed that they experienced aspects of AfL practice related to interaction, error approach, and feedback, understanding their applications, yet requiring further depth in sharing the assessment function. It was concluded that the Pibid community of practice was a fertile space for speaking, listening, discussion, and reflection on assessment practices, demonstrating that the professional development process of these student-teachers was marked by re-signification, dynamism, and collectivity.