SOME REFLECTIONS ON IMPLICATIONS OF EVALUATION SYSTEMS IN MATHEMATICS TEACHING

Abstract

The present text is part of a Professional Master's research in development, linked to the Postgraduate Program in Natural Sciences and Mathematics Teaching (PPGECNM) of the Federal University of Rio Grande do Norte (UFRN). In this article, we are interested in reflecting about the implications that the evaluation systems generate on the practices of teachers who teach Mathematics in this current moment of Brazilian public education. The problem presents itself as follows: What implications of large-scale evaluations on the practice of teachers who teach Mathematics are present in the literature? To answer this question, we aim to discuss the concepts of large-scale external evaluation and mathematics teaching practice, seeking to reflect/debate about permanences and conjectures about this research object. We assume, thus, a qualitative methodology and dialectic approach, which prescribes of the several changes and implications of the evaluation process, outlined by a literary review about an interpretative perspective, whose intentionality is the production of information and reflections about the theme. The results emphasize that the external evaluations of large scale are already part of the school culture. Another highlight is that the results of these external evaluations cannot measure quality in education if it does not take into account external contexts and factors, however, for lack of this criterion the relationship is negatively implicated, with the need for an approximation between the evaluation systems and the practice of Mathematics teaching.