THE INFLUENCES OF THE BASIC EDUCATION EVALUATION SYSTEM (SAEB) ON MATHEMATICS TEACHING IN THE 4TH AND 5TH YEARS OF ELEMENTARY EDUCATION IN THE MUNICIPALITY OF CAJAZEIRAS – PB

• Autor(a) principal: Soares, Emanuela da Silva
• Data de Publicação: 2024
• Outros Autores: Monteiro Júnior , Francisco Nairon
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Criar Educação
• Texto Completo: https://periodicos.unesc.net/ojs/index.php/criaredu/article/view/8530

Assessments have become a form of regulation in the school system and consequently in teaching practice, in some realities, valuing only results, thus forcing the educational system to centralize pedagogical work focused on obtaining “good” results. In Brazil, we have the Basic Education Assessment System (SAEB), which is configured as a set of large-scale external assessments, which allows the National Institute of Educational Studies and Research Anísio Teixeira (INEP) to carry out a diagnosis of education. basic Brazilian. It is essential that teachers seek pedagogical proposals that introduce an innovative curriculum in the teaching of mathematics, establishing new paths, going beyond the traditional bias that is still so present in the teaching-learning process. It needs to be directly linked to the student's reality, so that they find meaning in the contents that are worked on in the classroom, ceasing to be mechanized activities that are disconnected from the social environment, from the student's daily life and in isolation from others. subjects.It is important to note that the path taken by the researcher, in content analysis, does not necessarily need to follow this order, depending largely on the elements that are part of the research. Therefore, it is important that the researcher has the insight to choose the best instrument offered by this technique.