Avaliação de matemática em turmas do ensino fundamental I: um estudo sobre a ação do coordenador pedagógico

Abstract

This research aimed to investigate how school assessment can improve the quality of public education, with an emphasis on the role of the Pedagogical Coordinator in improving mathematical learning in elementary school I classes. The mathematics assessment, together with the work of the pedagogical coordinator, served as the backdrop for this investigation, carried out in a municipal school in Juiz de Fora, focusing on a third-grade class of elementary school, and monitoring three teachers from the initial years of elementary school I. In order to develop this study, it was necessary to investigate aspects related to the procedures adopted by the teachers to select content, organize teaching plans and strategies, share their own learning processes with students, and organize pedagogical actions that meet the learning needs of students. This perspective was constructed based on theoretical references that discuss the themes presented in the research. The concept of formative assessment addressed in this study is based on the ideas of Luckesi (2011), Perrenoud (1999), Canen (2009), and Pinto (2011). Regarding literacy and mathematical literacy, the ideas of D'Ambrosio (2004), Toledo (2004), Paulo Freire (2000) and Paruta and Cardoso (2022) were discussed. Finally, to address pedagogical coordination, the ideas of Carvalho (2019), Placco, Almeida and Souza (2013), Domingues (2014) and Souza (2013) were used. The research is organized in a multipaper format, consisting of an introduction, publishable articles and a conclusion, allowing a detailed and diversified exploration of the theme, addressing different dimensions of school assessment and the role of the Pedagogical Coordinator, while integrating contemporary educational theories with strategic assessment practices. The research adopted three methodologies throughout the text, inspired by methodological assumptions such as action research, based on the studies of Thiollent (2015) and Mussi (2020), Systematic Literature Review, with the studies of Scannavino (2017) and Sampaio (2007), and finally, the theoretical essay, with the studies of Michel (2015) and Meneghetti (2011a). The methodological procedures used included observations, focus groups, interviews, and conversations. As a result, the research highlights the importance of formative assessment, which values the learning process and individual strategies, aligning itself with mathematical literacy and practices such as dialogue and feedback. However, there is still a discrepancy between pedagogical discourse and traditional practice in schools, indicating the need for continuing education for contemporary assessment practices. The Math Fair project emerged as a fun and contextualized strategy to improve learning and literacy in mathematics, with positive impacts among teachers. To maintain this impact, it is crucial to continue and consolidate training practices, seeing the fair as a catalyst for transforming teaching into something more interactive. Evaluations showed improvements throughout the project, highlighting the effectiveness of specific interventions and the importance of personalized strategies, which reveal progress with the ongoing training offered by the pedagogical coordinator, contributing to discussions on evaluation processes that favor learning in the school routine.to discussions about assessment processes that favor learning in everyday school life.