O Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE) e o currículo escolar: implicações no 9º ano do ensino fundamental

Abstract

Public assessment policies, such as the Permanent Assessment System for Basic Education in Ceará (SPAECE), and the educational curriculum are concepts that are related to society, culture, policy and teaching and learning actions, within the scope of from school. The relationship established between the SPAECE and the curriculum, in particular the mathematics curriculum, is the object of this research, which has as its starting point the following question: what is the influence of SPAECE, in terms of public policy for evaluation, on the curriculum of Math in the 9th year of elementary school in a municipal school system in the interior of Ceará? Supported by this issue, we aim to analyze the relationship between the assessment carried out by SPAECE, as a public educational policy, with the school curriculum, its impacts and consequences on the teaching and learning processes of mathematics in the 9th grade of elementary school. When it comes to the approach to the curriculum, we rely essentially on its theoretical conceptions, including traditional, critical and post-critical ones, when it comes to the mathematics curriculum, we are anchored in the perspective of the field of Mathematics Education. On the subject of evaluation, we sought support in studies on system evaluations and public evaluation policies. Methodologically, this investigation privileges the method of qualitative approach, of a basic nature, of the exploratory type. Five math teachers from the 9th year of elementary school in the municipality of Uruoca-Ceará participated in this research. We carried out this investigation in four stages: 1a) bibliographical study, in works and database of national and international journals; 2nd) documentary research, with the analysis of pedagogical management instruments; 3rd) empirical research, through interviews and training; 4a) production of the thesis report. Among the results found, we found that there is an influence of SPAECE in the mathematics curriculum experienced by the investigated subjects, and this influence triggers a series of actions and practices that are developed in schools aiming to raise the performance standards of students. the promotion of a performance culture in which the teaching and learning processes take on a sense of productivity, causing a narrowing of the curriculum and the reduction of knowledge. We conclude that this investigation raised contributory discussions that broaden our understanding of the implications of SPAECE in the mathematics curriculum, fostering critical reflections on this phenomenon, and thus enabling a better recontextualization of assessment and curriculum policies in the school environment.