Avaliação de Matemática em uma escola de altos rendimentos: a perspectiva dos professores e dos alunos

Abstract

This work is characterized as a case study of school management, carried out in at EEEP Marcondes Rodrigues, located in the region of Vale do Jaguaribe, in the inland of Ceará. This school has stood out for its excellent results in external evaluations, presenting itself as one of the best schools in the state education system in Ceará, and we will take as a reference the results indicated by the National High School Examination (ENEM), by the Basic Education Assessment System (SAEB) and by the Permanent System of Evaluation of Basic Education of Ceará (SPAECE). However, this school, considered successful, has high internal failure rates, especially in Mathematics, one of the subjects that make up large-scale assessments. Given this context that presents this disparity between the results of external and internal evaluations, this study consisted of understanding, from the perspective of teachers and students, the factors inherent to the State School of Professional Education Marcondes Rodrigues (EP Marcondes) that enhance educational indicators school, as well as seeking to understand the disparity between external and internal results. At first, a case study was carried out in order to describe and analyze the results of EP Marcondes in large-scale assessments in the last three years, with special attention to the subject of Mathematics. Subsequently, in order to analyze the perception of students and teachers of the Mathematics discipline about the results presented in the external and internal evaluations by EP Marcondes, documentary analyzes were carried out and instruments such as questionnaires and interviews were applied, analyzed in the light of the theoretical assumptions of Miguel Arroyo, Phellipe Perrenoud, Luciana Limeira, Ubiratan D'Ambrósio, Paulo Freire, Maurice Tardif, Jussara Hoffmann and Cipriano Carlos Luckesi. Finally, with a propositional character, in Chapter 4 the Educational Action Plan (PAE) is presented, consisting of intervention strategies related to the three axes of study of this research: curriculum, teaching practice and evaluation. The PAE was proposed in order to rethink evaluation as an instrument for bringing together student performance and teaching practices.