A prática docente e a avaliação escolar de matemática no ensino médio

Abstract

he research project, entitled Mathematics school evaluation for the 3rd year of high school, started in 2018, data collection in 2019, and in 2020 the data analysis took place. This project was developed at EE Monte Alegre de Minas, with 23 students from the 3rd year of high school classes as subjects and the written school evaluations applied during the 1st semester of 2019. The content of Analytical Geometry was the background for the elaboration of the evaluations, as it is foreseen in the annual planning, without any change in the schedules and in the organization of the school institution. The research, which resulted in the dissertation entitled The teaching practice and the school evaluation of Mathematics in high school, fits as qualitative, with the use of teaching methodologies such as error analysis, active methodologies with problem situation and evaluation in phases. The action of evaluating is the central point, as well as the implications of this for the process of teaching and learning mathematics in high school. Based on the definitions of evaluation pointed out in Portuguese language dictionaries and on the concepts of evaluation derived from the philosophy of Plato, Konder and Aristotle, it is possible to realize that the act of evaluating is part of human nature and an integral part of the teaching and learning process, as stated by Libâneo. It is admitted that the evaluation is part of a gear in the didactic functioning, and globally, in the selection and orientation of the work, and never with an end in itself. Written school evaluation is an intrinsic tool to the teaching and learning process, in view of the theoretical bibliographic review by Perrenoud (1999) and Luckesi (2018), with conceptions about learning evaluation, starting from common sense until reaching school evaluation. The performance of the teacher in the face of school evaluation, about the data of external evaluations that make up IDEB and others, such as ENEM and PISA, justifies the concerns related to the written school evaluation of mathematics. The research questions were: What is the standard for preparing a mathematics school evaluation? How can school assessment help to leverage learning? What is the ideal model to be followed to make school assessment a learning assessment? Would school evaluation really be an essential tool for learning? What to do with the results of school evaluation? Dialogues with the voices of students from this public school who are looking for a place on the banks of federal or state universities were analyzed. The techniques for data collection were: interviews (without systematization or formality, in order to select students for research); document analysis (individual school evaluations); observation (controlled and systematized of the students' actions before the proposed evaluation); collection of dialogues and discussions (referring to the proposed evaluations); and, finally, a reflective analysis of the data. The qualitative research developed is characterized by the emphasis on the subjects, privileging their perceptions, and by the emphasis on the role of learning, as a transformer of reality, considering that the researcher's values are present in the entire investigation process, since the analysis and interpretation of the knowledge production and transformation process are part of the current inserted context. The use of active methodologies, more specifically problem solving, phased assessment and error analysis, are considered efficient procedures in this research. As the product of the professional master's degree from the Strictly Sense Graduate Program at the Federal University of Uberlândia (UFU), a guide was prepared for the title “School evaluation of Mathematics: who evaluates me?”. A discourse of notes and consolidation of the research results is adopted.