Avaliação da aprendizagem de matemática em escolas da rede pública do estado de Mato Grosso : encontros e desencontros entre ensino fundamental e ensino médio

Abstract

This investigation had as its object of study the assessment of mathematics learning in the transition from Elementary School (EF) to High School (EM). It was developed in three public schools in Sinop, Mato Grosso (MT), which work in the regular mode of education, two of (EF) and one of (EM) that receive students from the two previous ones to attend EM. This research is justified by the high rate of retention and dropout of students in the first year of EM observed in this unit in 2018, which caused concern and the need to investigate: What factors interfere in the evaluation process of students in the first year of high school, What contributes to the high failure rate in Mathematics, and what does the process differ from when compared to the last year of Elementary School? Contextualizing the study, the theoretical framework presents a synthesis of how EM is regulated in official documents since the Federal Constitution of 1988 (CF), in the Law of Directives and Bases of Education (LDB), in the National Curricular Guidelines for High School ( DCNEB) and in the Curricular Guidelines for the State of MT (OCEB). The portrait of EM in Brazil and MT uses data from the Instituto Nacional de Pesquisas Educacionais Anísio Teixeira (INEP) from 2010 to 2018 as a reference, to show the performance of students that can be compared with the data obtained in the researched school. Other indicators are also presented, such as the Basic Education Development Index (IDEB), the proficiency of EF and EM students, the new teaching proposal regulated by the National Common Curricular Base (BNCC), and a summary of the organization and system of continuous progression in the Human Formation Cycle (CFH) in force in EF in MT. To approach the topic of learning assessment, the following theoretical references were used: Darsie (1996); Hoffmann (2009, 2011, 2018); Luckesi (2011, 2018); Perrenoud (1999, 2002); Sacristan (1998); Libâneo (2006), among others, with the purpose of knowing the conceptions, functions, instruments and objectives of the act of evaluating and its contribution to the improvement of the teaching-learning process. As it is a research in educational sciences, we opted for the Exploratory Qualitative Research, with Descriptive Interpretive analysis of the information obtained through a questionnaire and interviews with three Mathematics teachers from the ninth year of EF and three of the first year of EM. In addition, documents such as the Political Pedagogical Project (PPP) of the schools and the Annual Planning (PLA) of the collaborating Mathematics teachers were analyzed. For the presentation and analysis of the data, the Interpretive Qualitative Analysis was chosen, having as main categories: Assessment of school learning - conceptions and practices; Sufficiency in mathematics learning and Factors associated with retention and dropout. The information obtained from the investigation revealed that the evaluation practiced in the three schools presents predominant features of examination, given the conditions provided by the EF educational policy of continuous progression of students within the CFH, without observing the proper attendance to the learning laboratory, and the recovery of the gap in the knowledge of fundamental concepts of Mathematics. Internal and external factors listed by employees also affect school students, which, associated with the pedagogical working conditions of the EM, make the process of recovering knowledge not consolidated in the EF difficult. Such aspects suggest that structural changes are urgent in the EF educational policy, so that the current number of students excluded from the educational process does not continue to grow, but that they can remain in school and successfully complete their studies.