A compreensão dos professores do Ensino Fundamental I sobre o processo o processo avaliativo da aprendizagem matemática na perspectiva Histórico-Cultural

• Ano de defesa: 2022
• Autor(a) principal: Souza, Edilene Pontes de
• Orientador(a): Tedeschi, Wania
• 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 Profissional em Educação - PPGPE
• Palavras-chave em Português: Avaliação na educação escolar; Avaliação da aprendizagem; Avaliação da aprendizagem na matemática; Teoria Histórico-Cultural
• Palavras-chave em Inglês: Assessment in school education; Assessment of learning; Assessment of learning in mathematics; Historical-Cultural Theory
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/17177

This research deals with the evaluation of learning in Mathematics and is based on the Historical-Cultural Theory, which expresses as a principle that the formation of man is a dialectical process, which takes place through social interaction, mediated by cultural instruments. From this theoretical perspective, assessment is inseparable from the teaching and learning process. Considering the conflicts present in relation to this process and, consequently, to the evaluation practices in schools for the integral development of students, we propose the following research question: How the organization of the evaluation process in Mathematics, developed by teachers of the fifth years of Elementary School I -Does EFI relate to your understanding of learning assessment? Our hypothesis is that formative assessment practices in schools are enhanced when teachers understand assessments a inseparable from the teaching and learning process, with the aim of providing opportunities for the appropriation of scientific knowledge. As the main objective of the research, we propose to investigate what is the understanding of teachers about the evaluation of learning in Mathematic and what is its relationship with the organization of the evaluation process. The specific objectives, to raise with the teachers what they undestand about evaluation, to apprehend the organization of the teaching learning and evaluation process in Mathematics, according to the development forwarded by the teachers; and analyze these processes, according to the movement of contradictions and opposites in unity. The research has a dialectical approach, an analysis methodology based on the principles of the Historical-Cultural Theory, capturing the movement of the teaching and learning process together with the evaluation of Mathematics, seeking from dialectical pairs the presence of contradictions, such a the struggle of opposites in the construction of the unity of the phenomenon in reality. The instruments used to capture the data were semi-structured interviews with four teachers who teach, or have taught with fifth grade classes of Elementary Scool I, and document analysis referring to the process of teaching, learning and assessment in Mathematics, in the year 2021: Plano Teachers’ Annual, opinions, resolutions and other legal measures issued by the Municipal Secretary of Education, before and during the context of remote and emergency teaching, a pandemic period, which influenced the organization of the school’s pedagogical work. Teachers understand assessment as process, which is subjective and not systematized. When meeting prescribed objectives, determined by legal documents and bureaucratic requeriments, they distance themselves from their understanding and end up organizing the evaluation process in a timely manner, shifting the evaluation from the process to the product. This relationship between the understanding and development of the teaching, learning and assessment process is historically dated and is in constant motion. In view of this, conflicts and contradictions arise, which we consider dialectical pairs, a unit of opposites that talk to each other and make possible, through the reflection of teachers, transformations in the organization of the teaching and learning process of Mathematics. In the remote teaching peiod, teaching and learning suffered interference from the context, there was no interaction between students and school for the construction of collective knowledge, in addition to limitation of instruments to assess the reality of the process.