Novo Ensino Médio na Rede Estadual de Mato Grosso : avaliação do processo de ensino-aprendizagem e sua relação com as tecnologias digitais

Abstract

This research aims to understand the perception of teachers about the panorama of the assessment of the teaching-learning process and its relationship with Digital Technologies in a school in the state of Mato Grosso. The investigation is based on the reform of High School, approved by Law No. 13,415, of February 16, 2017. The aim is to identify how teachers have appropriated the assessment after the new basic document that standardizes and guides the elaboration of curricula and pedagogical proposals for Basic Education - National Common Curricular Base (BNCC). To this end, a qualitative approach research is developed, characterized as a field study, which mobilizes associated techniques, such as participant observation and focus groups with teachers, in addition to bibliographic and documentary research. The research was carried out with ten teachers from a school in the state network of Mato Grosso, located on the outskirts of the capital, which offers full-time high school. Data collection took place through a focus group, held in two sessions. The fieldwork was carried out during the first semester of 2024. Data analysis showed that educational policies centered on assessments have significant effects on teachers' assessment practices in the classroom. In particular, the link between financial rewards and the results of these assessments brought a new perspective on how teachers perceive and conduct assessment processes in the context of the school investigated. The relationship between assessment and digital technologies is still predominantly instrumental, with teachers using them more as operational tools than as constitutive elements of the educational process. On the other hand, external assessments mediated by digital technologies are perceived as control and surveillance, which limits their potential to contribute to a more formative and meaningful assessment process. The study also proposes a critical reflection on the role of external assessments as a central element in defining educational quality. In addition, it highlights strategies and maneuvers used to manipulate the results of these assessments, evidencing the consequences in pedagogical practices and in teachers' perception of the assessment process. The results obtained in this study identify the perception of the teaching group in relation to the main characteristics and challenges of assessment in their pedagogical practice, especially in relation to digital technologies. These findings constitute a reference for future research in the area that addresses the theme, contributing to the deepening of discussions on the evaluation process in the educational context.