Alfabetização matemática: um paralelo entre a avaliação nacional e cenários estaduais

Abstract

This work was developed in the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) in Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The case management study discussed the similarities and differences between evaluations Literacy Mathematics of Espírito Santo state Systems (PAEBES ALFA), Pernambuco (SAEPE) and Acre (SEAPE) and the National Evaluation of Literacy (ANA – Avaliação Nacional). The objectives defined for this study were: to present the National Evaluation of Literacy, its main characteristics and reference document; to present evaluation Literacy Mathematics evaluations of SAEPE, SEAPE and PAEBES ALFA, their designs and their characteristics; to analyze reference documents for theses evaluations, to analyze what extent these evaluations are in line with the National Literacy Assessment (ANA) and, finally, to propose the construction of a single reference document and a unified proficiency scale for the evaluation of the 3rd grade of elementary school. It was used as a theoretical framework the authors Kátia Souza (2010) and Gómez-Granell (1995) that discuss mathematical literacy. In addition, the documents of the notebooks of the National Plan for Literacy in the Age One – cadernos do Plano Nacional de Alfabetização na Idade Certa (2012) and conceptual and methodological elements for the definition of learning and development rights of elementary school literacy cycle (2012) were taken as a guide for a curriculum and for national evaluations at this stage, discussing learning mathematics skills. Therefore, I used as a methodology qualitative research, with exploratory characteristics , the evaluation tools in the states and national evaluations, showing its main similarities and differences and what extent are in accordance with the Rights Learning and Development (2012) in effect for the literacy cycle. After analyzes, it was revealed that the state census evaluations on a large scale are older than the national evaluation. The state evaluation systems also have better overview, since they are composed of a larger number of items, ideal for appropriate statistical and pedagogical analysis. Furthermore, it has been observed that for each evaluation were contents to be inserted or removed from existing reference document.