Banca de QUALIFICAÇÃO: ERIVONALDO ALVES DA SILVA

Mathematics Education: reflecting the impacts of large-scale external assessments on the teaching/learning process in the Sertão do Pajeú region in Pernambuco

Mathematics Education; External Assessments; SAEPE; Teaching Perceptions; Sertão do Pajeú

This study proposes a detailed analysis of the impacts of external evaluations
on a large scale, with a special focus on SAEPE (System for Educational Assessment of
Pernambuco), about the process of teaching and learning mathematics in the region
of Sertão do Pajeú, in Pernambuco. Although national assessments such as Prova
Brazil and SAEB are relevant as a guide for research, SAEPE configures the
central element of this study due to its crucial role in the specific assessment
of the Pernambuco educational context. The research highlights mathematics as
fundamental discipline, taking into account its importance in comprehensive training
of the student, highlighting the challenges faced by both educators and
students, including high failure and dropout rates, often
evidenced by the results of these assessments. The main objective of this
research is to investigate the perceptions of mathematics teachers about SAEPE and
their impact on learning, seeking to understand how these assessments
influence pedagogical practices and academic development of students
students. Through a mixed methodology, which includes data analysis
educational and application of questionnaires to teachers, the study aims to identify
factors that contribute to success or difficulties in learning
mathematics. The results are expected to provide a more enlightening insight
for the formulation of innovative pedagogical strategies and the implementation of
more effective educational policies that not only improve proficiency
students' mathematics, but also consider its real benefit in acting
teacher; paying attention to the particularities and specific challenges of the region of
Sertão do Pajeú. In this way, the study contributes to the debate on the effectiveness of
large-scale external assessments and their role in advancing teaching
mathematics, emphasizing the importance of teachers’ vision and the need to
educational approaches that promote meaningful learning and
contextualized.