Concepção de qualidade expressa pelos professores de matemática de escolas públicas de Cáceres – MT : a relação entre a avaliação de desempenho da Prova Brasil e o resultado do processo de ensino e aprendizagem realizado pela escola

• Ano de defesa: 2011
• Autor(a) principal: Ricaldes, Daltron Mauricio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Avaliação em matemática; Concepções de qualidade; Prova Brasil; Educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Evaluation in mathematics; Conceptions of quality; Education
• Link de acesso: http://ri.ufmt.br/handle/1/840

This research intends to investigate the quality basic education in the context of public schools in the city of Caceres, State of Mato Grosso, Brazil. We seek to understand how mathematics teachers perceived the quality of the teaching of mathematics learning, guiding by the question: What conception of quality math teachers express when they relate to performance evaluation of the Brazil Test with the outcome of the process of teaching and learning held the school? We understand the quality as a human attribute, a dialectical and historical phenomenon, is not given but earned. This quality in education presents itself as a concept that has historical dimension, temporal, and social policy, it means the quality as a process, which promotes the liberation of the subject and the construction of active citizenship, or as a social filter and construction of passive citizenship.The research was developed from a qualitative research, based on Bogdan and Biklen (1994), and Andrew Ludke (1986) and Triviños (1987). To discuss the quality of education we refer to theorists: Afonso, 2001, Arroyo (1991), Benevides (1998), Castro (2009), Darsie (2010), Demo (1996, 2007), Freire (2000), Saviani (2009), Smith (2004), Araujo and Oliveira (2005) and others. As the discussion about the quality of teaching and learning in mathematics, the study was supported in Bicudo (1999), Caraga (2002), Carraher (1986) and Darsie (1993, 1998, 2000 and 2001), D'Ambrosio (1996, 1999, 2002), Hoffman (1991), Kessler (1997) and other.For data collection analysis we chose two categories: concept of the quality of Active Citizenship and concept of the quality of Passive Citizenship. Our interpretation of the data was not based on framing the subject in one or other category, if only because we believe that these concepts do not arise or are revealed in the subjects of pure way, but understand, from their speeches, how teachers perceive the quality of Education and teaching and learning in mathematics. Our study was based on empirical research, and data from performance evaluation "Prova Brasil" were collected through the portal of Inep and data evaluation by the school through the final minutes of student questionnaires and interviews semi-structured.The research takes eight teachers, four graduates in Education, who teach the fifth grade of elementary school and another four who teach Mathematics for the ninth year of basic education, regents of the groups that participated in the Brazil Test, implemented in 2005 and 2007, which we approximate their views through questionnaires and interviews. As results, we have that in analyzing the documents we found a discrepancy between what teachers say, that most of its students are with a good result in learning mathematics, and the evidence shows that Brazil, the minority of those with students is a good result. The analysis of the concepts expressed in the statements of teachers indicates that they all move to a greater or lesser extent, between the two categories, revealing a major indication to one of them. Thus, one can say that for two individuals there is a tendency to view the Active Citizenship, while for the other six subjects there is a tendency to view citizenship Passive. This leads us to infer that when the outcome of the trial related to the outcome of Brazil that make assessment of their students, the conceptions about teacher quality are mostly tending to the prospect of Passive Citizenship.