Compreensões sobre as práticas avaliativas de professores nos anos iniciais do ensino fundamental : a Prova Cuiabá em foco

Abstract

This research aims to grasp the relationship between the evaluation practice carried out by the teacher and the application of the Cuiabá Test. This way, the problem raised was: What is the teachers' view of their evaluation practice, carried out in the classroom, during the Cuiabá Test? For the work method, we opted for a qualitative approach, which was structured in two moments. The first, to compose a theoretical corpus on the topic in question, was bibliographic in nature with the application of Systematic Review techniques. We also seek to get closer to the concepts that underlie the research throughout theoretical support. And to understand the documents that guide teaching in Cuiabá, we carried out documentary research. The second, in relation to the objectives, we decided on an exploratory and descriptive nature using questionnaire and semi-structured interview instruments. To analyze the data, we applied content analysis techniques through analysis categories. The participating subjects are nine pedagogical teachers working from the 1st to the 5th year of Elementary School at two schools from the municipal public schools of Cuiabá city. The results elucidate significant changes in the conception of evaluation in the documents that guide teaching in the aforementioned municipality. It is possible to state that the Cuiabá Test is an integral part of the Projeto Avaliar, together with the implementation of the Institutional Assessment and Education Development Index of Cuiabá. We came to the conclusion that in times of application of the Cuiabá Test, the evaluation carried out by the teacher in the classroom blows off, since the results arising from the aforementioned external evaluation gain more prominence and, apparently, are not related to the evaluation which the teacher systematizes during the two-month period, therefore measuring student performance through a single dimension, as well as regulating teaching work in light of control mechanisms.