A avaliação da matemática escolar: dos exames e testes ao programa de avaliação da educação básica do Espírito Santo (1889 – 2018)

• Ano de defesa: 2021
• Autor(a) principal: Lima, Rosiane Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Avaliação da matemática escolar; exames internos e externos; história da avaliação educacional; avaliações externas e em larga escala; PAEBES; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/14438

It investigates the paths taken by the evaluation of school mathematics in Espírito Santo. To do so, it starts with the following question: What were the paths taken by the evaluation of school mathematics in Espírito Santo, in the face of the different nomenclatures of what we now know as secondary education, from 1889 to 2018? To this end, [1] it identifies and describes, through official documents, the characteristics of the evaluation of school mathematics and the government intentions inculcated in the drafting of these regulatory texts; [2] it analyzes the impacts produced by the discourses prescribed in laws, decrees, resolutions, ordinances, government messages and other documents that dealt with the characteristics of the evaluation of school mathematics in the given time frame; [3] it outlines, through teaching programs and curriculum guidelines, the mathematical content that should be included in the evaluation of school mathematics. This is a qualitative historical documentary study, based on the theoretical assumptions of Cultural History, such as: Representation and Appropriation (CHARTIER, 2002); Strategies and Tactics (DE CERTEAU, 1994); School Culture (JULIA, 2001); History of School Subjects (CHERVEL, 1990). It makes use of Laws, Decrees, Ordinances, Government Reports, Official Letters, Teaching Programs, Regiments, Newspapers, Official Gazettes, as well as Class Diaries, Tests and School Reports from the Espírito Santo State School, formerly Ginásio and Colégio Espírito Santo. It finds different names for the stage of schooling in question throughout the period studied: Secondary Education, High School Education (LDB/61), High School Education (LDB/71) and, finally, High School Education (LDB/96). It concludes that over the course of these designations, inserted in different historical moments, such as: the First Republic; the Francisco Campos Reform; the Capanema Reform; the promulgation of LDB/61, LDB/71 and LDB/96; the New Republic, the evaluation of school mathematics, present in official documents, consisted from the beginning of the Republic until the beginning of the 1970s, in a large number of exams with different purposes, which covered written, oral and practical tests, carried out, for the most part, before examination boards and under strong state supervision. From the LDB/71 onwards, the assessment of mathematics was carried out solely by the teacher until discussions arose about the use of standardized tests to assess school systems and the quality of teaching. The New Republic saw the advent of large-scale external assessments: national with the SAEB (1990); state with the Espírito Santo Basic Education Assessment Program - PAEBES.