A avaliação externa e seus resultados : implicações na prática pedagógica e no ensino da Matemática

Abstract

This research intended to analyze the pedagogical and sociopolitical aspects, the use in teaching practice and the implications of the results of the External Mathematics Assessments in the 9th year of Elementary School, in order to understand to what extent these results, once published, are studied and used by the school's pedagogical team. The theoretical contribution that supported the reflections on the social, political and pedagogical implications of the External Assessment in the teaching practice and for the public schools, specifically in the teaching of Mathematics, were referenced mainly in Afonso (2000), Bonamino (2002), Duarte (2019), Fernandes (2009), Freitas (2004; 2007), Freitas et al (2009), Gentili (1999; 2001), Hoffman (1991), Horta Neto (2007; 2010), Luckesi ( 2011), Pavanello and Nogueira (2006), Moura and Palma (2008), Saviani (2013; 2020) and Shameshima (2008) and Torres (1998). The epistemological approach is based on historical-dialectical materialism, adopting the dialectical method of investigation. As for the methodological itineraries, we carried out documentary analysis, field research and systematic literature review, using the semi structured interview technique to collect information schools, located in the city of Janaúba/MG. The obtained results showed that the External Assessments have an impact on school dynamics, mainly in the (re)direction of pedagogical practice. However, they're also involved in the ranking and comparison of schools by the school community, also promoting changes in the school flow, as well as nuances of neoliberal ideology, by establishing a standard of competence to be achieved by students, disregarding the social context in which they are inserted and submitting them to the logic of productivity, with consequent ranking of participating schools.