Investigando as ações e critérios docentes para avaliar em matemática

Abstract

This study investigates the evaluation process through the educator's perspective, from the instrument confection process until the assigned grade. Moreover, we seek to understand the goals and assumptions used in such process. First, we analyze official documents and studies conducted on the subject. The project design considered the evaluation process of the second segment of elementary school, in which the research subjects were four mathematics teachers from a private school. Therefore, this study is characterized as the case study with a qualitative perspective. Our main theoretical framework is the authors Philippe Perrenoud, Cipriano Luckesi, Dario Fiorentini, Maurice Tardif and Paulo Freire. The methodology is based on the Ponte and Yin‟s approach. Such method supports the output generated by the data collected. With further data analysis, it was possible to conclude that there is a lack of courses that talk about student‟s evaluation in the bachelor programmers. Additionally, It was verified that the theme teacher evaluation practice is under evaluated among bachelor programs analyzed. The teaching practice is still conservative, with focus on the teacher and yours formal assignments. One important output from this dissertation is a short film for the educators, which the content is the active professor‟s report on their evaluation process. Particularly, their reports covers the continued training and evaluation of the learning.