Avaliação da aprendizagem – da concepção à prática: um estudo fenomenológico sobre as práticas avaliativas de professores de matemática da educação básica egressos dos Institutos Federais de Educação do Ceará e da Paraíba

• Autor(a) principal: Gonzaga, Antônia Edivaneide de Sousa
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/55356
• topic: Avaliação Educacional; Aprendizagem - Avaliação; Prática de ensino; Professores - Formação; Institutos federais de educação, ciência e tecnologia; Educação básica; Professores de matemática

The present study focused on analyzing the conceptions and evaluative practices of Mathematics teachers who graduated from the Licenciatura courses at the Federal Institutes of Education, Science and Technology of the States of Ceará and Paraíba and their relationship with teacher education. More specifically, the intention was to: I) identify the concepts of assessment of learning contained in the pedagogical documents of the institutes, as well as of the professors who work in the mathematics degree courses and of the professors graduating from these courses; II) to outline the profile of teachers who work in mathematics undergraduate courses and professors who graduated from these courses, according to the way they think and develop their assessment practices in the context of teacher training; III) to characterize the intentionality of teachers' evaluative practice through the choice and use of learning assessment tools in mathematics in the context of undergraduate and basic education; and IV) to analyze the way in which teachers, graduates of undergraduate courses in mathematics at Federal Institutes of Ceará and Paraíba, develop their assessment practices, establishing a relationship with the practices with which they had contact during the initial training process. For this purpose, the analysis of the constitutive documents of the courses in question (Course Pedagogical Project) was carried out and the application of questionnaires and the conduct of semi-structured interviews were adopted as instruments of empirical data collection, contemplating aspects related to the concepts of learning assessment, to the evaluative practices and teacher training. The study, with a predominantly qualitative approach, had a sample made up of teachers who work in undergraduate courses in Mathematics and the teachers of Mathematics in basic education graduating from these courses. Phenomenology was used as a method of investigation and analysis, with an emphasis on the hermeneutic approach of the philosophers linked to this current of thought, Martin Heidegger (1889-1976) and Hans-Georg Gadamer (1900-2002). The data analysis process was guided by the concepts present in the aforementioned philosophers' approaches, especially based on the identification of the “units of meaning” and the common “fusion of horizons” present in the statements of the interviewees. It was defended in this study the thesis that a solid scientific knowledge about evaluation of learning during the initial formation of teachers in the courses of degree in Mathematics of the Federal Institutes of Ceará and Paraíba provides a development of more qualified evaluative practices in the teaching exercise. It was concluded, therefore, that the evaluation of learning does not have a privileged space in the pedagogical projects of these courses, consisting only of content restricted to some pedagogical disciplines contained in the curricular matrix. The horizons signaled by teachers, both trainers and alumni, revealed the lack of a training culture focused on the assessment of learning, a factor that ends up leading to deficits in the approaches and practices in the undergraduate program (initial training), reflecting greatly on the assessment practices of learning in mathematics also in basic education. It is expected that, by making the results of this research public, a space will be opened in which the dialogue about the different perspectives on the assessment of learning is privileged, especially in the context of the degree, as well as the reflection on the concepts of assessment that should guide the entire process of building learning in formative spaces, both in teacher training and in basic education.