O desempenho dos estudantes no PROEB e os fenômenos didáticos na sala de aula em uma Escola Estadual Mineira

Abstract

The present dissertation was developed under the Professional Master in Management and Evaluation of 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 takes as starting point the results of the students of one public school from Juiz de Fora – MG at the evaluation tests from Sistema Mineiro de Avaliação e Equidade da Educação Pública (SIMAVE). The general objective was to propose an action plan that contributes to a better learning of Mathematics at the school. This way, a field research was implemented using semi-structured interviews with Mathmatics professors, the school manager, and a school’s Basic Education Specialist. The collected data was analyzed under two axes. The first one is the appropriation of the evaluation results and they’re pedagogical use. In this case the interviews were explored with the ideas of Brook and Cunha (2017), Alavarse and Machado (2015), Weiss (1998) and Soares (2015). In order to support the ideas of the other axe, which is an alalysis of the didactic phenomena based on the perception of the collected interviews, ideas ware mostly based on the work of Chevallard (2013), Menezes (2006), Brousseau (2009), Galves (1994). On one hand, this analysis showed, the need of a better approximation from the school with principles and elements of external evaluation. On the other hand, they demonstrated the need to look at the way Math teaching is happening according to teacher’s expectations, which may be distorting the original objectives of teaching. Thus, this dissertation proposes at the end, one Educational Action Plan, with a set of actions that aim to impact the school, the school community and the professors, bringing information and reflections that can be helpful when searching for an improvement of the Mathematical learning at school and, as a consequence, the improvement of students’ tests performance.