A gestão da sala de aula no contexto das avaliações externas: os desafios dos professores de Matemática

Abstract

Educational large-scale assessments were consolidated in Brazil in the 90s started to be used in measuring the quality of education. So evaluate is part of the process of learning mediation to infer acquisitions and the mode of reasoning of each student, so that the teacher can help you to progress cognitively and from this diagnosis apply appropriate actions. This case study aims to analyze the use of SPAECE-East results in classroom management of the first year of high school at a school in the state of Ceará network in the city of Fortaleza, being of exploratory and qualitative nature. Data collection was carried out with the direct observation of mathematics teachers, selected according to the capacity criteria in as many targeted research groups. Also graduated discussion group composed of one student from each class drawn, according to the technique established by Ressel (2008) and Bardin (2009). In addition to semi-structured interviews with four math teachers of the classes studied, according to the methodology explained by Alves; Silva (1992). It was found that the external evaluations of policies have contributed to the diagnosis of school reality, but are far from promoting meaningful learning it proposes. Therefore, it is necessary greater investment in teacher education, the adoption of public policies aimed at high school and curriculum reform so that public schools offer a quality learning, explicit in the Brazilian constitution.