Concepções e práticas sobre avaliação na perspectiva de professoras de matemática

• Ano de defesa: 2017
• Autor(a) principal: Xavier, Laura Rodrigues
• Orientador(a): Passos, Cármen Lúcia Brancaglion
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Avaliação educacional; Avaliação matemática no ensino fundamental; Concepção de professores sobre avaliação
• Palavras-chave em Inglês: Educational evaluation; Mathematics evaluation in elementary school; Teachers’s conception on evaluation
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/9326

This assignment presents a qualitative research inserted in the context of the educational evaluation which focus is on the mathematics evaluation. The main objective was to identify if students’ good performance in mathematics in external evaluations, in some way, is a reflection of the evaluative practices developed by teachers within the classroom. Of ethnographic nature, with field research, the data were constituted at the school, place of the problem of investigation. As subjects of the research, three Mathematics teachers of Elementary School were selected from a state school in the city of Bauru - SP, which had high IDEB (Basic Education Development Index). The data were produced through semi-structured interviews with the teachers, occasional participation of the researcher in pedagogical meetings in the school and field notes archives. From the established data, the analytical aim was to capture aspects related to the evaluation practiced in the school, research scenario; conceptions about educational evaluation revealed by the research participants; and relation between what is evaluated in the classroom and what is evaluated externally. The data analysis was done through the elaboration of categories, which were created from the reading and rereading movement of the transcribed interviews. This movement was guided in the light of the concept of formative evaluation as an integrated process to teaching and learning. From the results, it can be seen that a formative evaluative process embraces much more than the accomplishment of tests and, thus, it can be concluded that, when the teacher evaluates in a perspective with formative tendency, the evaluation process becomes the coauthor of a good performance in external evaluations.