Conhecimento do currículo a partir da relação professor-avaliação em Matemática

Abstract

The research related to this dissertation addresses the relationship between teachers' knowledge about teaching Mathematics and the results of external assessments of the 9th grade of Middle School, specifically, the Basic Education Public Network Assessment Program (Proeb), in the context of the state education network of Minas Gerais. The general objective was to analyze the knowledge of the curriculum that emerges from the relationship of teachers with large-scale external Mathematics exams. The dissertation is organized in a hybrid style, that is, in conventional and multi-paper formats. In addition to the introductory and final considerations chapters, it consists of an analysis chapter guided by the objective of analyzing the descriptors of the external Mathematics assessments of the 9th grade, from 2014 to 2022, and relating them to the skills and contents prescribed for the Middle School. It also consists of two articles, related, respectively, to the objectives of discussing the knowledge that teachers manifest about the curriculum and external assessment of Mathematics, expressed in the set of Proeb documents; and to analyze the knowledge about assessment that three Mathematics teachers demonstrated in discussions about lesson plans prepared by them. Using a qualitative approach, a documentary analysis was carried out on the documents available on the portal of the Sistema Mineiro de Avaliação e Equidade da Educação Pública [Minas Gerais Public Education Assessment and Equity System — Simave, in the pertinent resolutions and decrees, including the results of the assessments of the 2014 to 2022 editions. A case study was also carried out based on a continuing education program that included the participation of 19 Mathematics teachers who worked in schools in the city of Pirapora (MG). The results show a demonstration between the descriptors of the reference matrix with the skills prescribed by the Currículo Referência de Minas Gerais [Minas Gerais Reference Curriculum] that, associated with the percentages of correct answers of the descriptors of the assessment editions, show low assertiveness in the incorporated skills corresponding to the thematic units Numbers Space and Space and Form. Only in 2016, one of the descriptors of the thematic unit Information Processing obtained percentages of correct answers below the expected. The results also show that teachers attribute low assertiveness mainly to the students’ difficulty in reading and interpreting the problems presented, including the lack of understanding of the essential concepts for solving the items in the assessment tests, and the difficulty in performing the fundamental operations. Considering that there is a need for training for teachers to better understand the results of external assessments, it does not make sense to associate these results with the preparation or review of plans, including the need to adapt teaching strategies.