Apropriações e representações do processo avaliativo no ciclo de formação humana por parte de professores de matemática de uma escola estadual de Mato Grosso

Abstract

Having as main theme the Brazilian public school, and in particular the schooling cycles in the state of Mato Grosso, this research analyzes some elements of appropriation and representation of legal texts and their repercussions on the daily life in the school, as well as the differences of assessment practices arised by the changing of the school model. Besides these, this research also deals with related topics, such as automatic promotion, class formation, and the research about these matters at the initial and continued formations. The main theoretical references are Chartier (2002), for the concepts of appropriation and representation; Certeau (2012), for cultural practices; Mainardes (2007), for the development of schooling cycles in Brazil; and Freitas (2002a, 2002b), Luckesi (1997), Hoffmann (2001) and Zabala (1998), for discussions about school assessment. This is an interpretative qualitative research with the participation of three mathematics teachers who work at the researched school. Its main objective is to understand how the organization of the school in schooling cycles changed the assessment culture, especially about mathematics teaching in a State School in Cuiabá-MT. Data collection procedures involved half-structured questionnaires, interviews and documentary analysis. From the results, we highlight the teachers' dissatisfaction with the work logic in the cycles model, given the way it was implemented; insufficient investments in both structure and training; and also lack of awareness of students and their families about the dynamics of the school based on cycles of human education and its long-term implications. The objectives of the assessment process in cycles still need to be more appropriated by the majority of teachers and students, so that the assessment becomes effectively based on the model proposed.