Baixo desempenho em matemática e práticas de ensino: inquietações necessárias, explicações possíveis

Abstract

This dissertation was developed under the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case to be studied discusses the following question: which factors have contributed to the low proficiency in large-scale assessments in Mathematics at the Girassol School in 2016's 3rd year of High School? A history of the large-scale external evaluation process in Brazil will be presented, highlighting the ways of consolidating this policy. The same movement will be made regarding the System of Evaluation and Equity of Education (SIMAVE) as a specific external evaluation policy of the State of Minas Gerais. In this research process, the specific objectives are: to describe the circumstances and the context in which the school studied is inserted, from its teaching and administrative staff to the description of its students, comprising from the physical infrastructure to the existing work climate in the institution; the analysis of the factors that provoke the low results in Mathematics in the 3rd year of High School in the year of 2016 from the field research data, the methodology and the theoretical references; and the proposition of actions that can contribute to the elevation of the results in the external evaluations. The center of all actions will always be the students of the 3rd year in the Mathematics discipline, with the aim of improving their proficiencies – actions based on the diagnosis and the reflections developed. We hypothesize that low proficiency is due to the lack of appropriation of the results of large-scale evaluations. Using the methodology of qualitative research, we will go to the field to investigate through interviews with the Mathematics teachers their perceptions about this phenomenon, since they are directly involved in the educational process of the Girassol School. We will also be supported by authors who, over the years, have been discussing the problem of external evaluations in Brazil, with broad theoretical reflections on this subject and, more specifically, on the obstacles to the appropriation of results.