Banca de DEFESA: JULIANA DE CASSIA GOMES DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JULIANA DE CASSIA GOMES DA SILVA
DATE: 06/09/2023
TIME: 09:00
LOCAL: Google Meet: https://meet.google.com/uoi-crrx-jeh
TITLE:
KEY WORDS:

Rural Education; Prescribed Curriculum; Mathematics Teaching; Large-Scale
Assessment – SAEB.

PAGES: 190
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The Rural Education arises from tensions against capitalist hegemony and urban-centric
education, aiming to bring social and life changes for rural populations while safeguarding
their identity from exclusionary educational practices and policies. Generally, educational
policies are guided by official curricular documents that inform the pedagogical work of
schools concerning teaching and learning. Similarly, student performance is assessed through
evaluative methods and instruments that consider students' prior knowledge and everyday
experiences, as well as their contextualized grasp of curricular content and their ability to
apply it in society. The assumption is that teachers have engaged in this educational debate
and are committed to their teaching activities to ensure students achieve significant results in
their educational journey and meet the goals set by the Federal Government through large-
scale assessment exams. In this context, in basic education, the results of the SAEB show
students' performance in Portuguese Language and Mathematics, serving as a basis for
investments in public educational policies. In a specific analysis, rural schools in the
municipality of Ipojuca exhibit distinct realities; many schools have deficient structures and
gaps in pedagogical and technological aspects, limited internet access, lack of equipment for
students and teachers, and inadequate teaching conditions, leading to teachers' financial
losses. Despite these adverse conditions, Ipojuca has achieved positive results in the IDEB. In
order to address whether there is a contradiction between curriculum guidelines, exam results,
and mathematics teaching, the following research question was posed: What do teachers say
about students' mathematics results in the large-scale assessment of Ipojuca's school network?
This doctoral thesis comprehends students' performance in mathematics in rural schools from
a multifactorial and contextual perspective; it explores the historical trajectory and
epistemological foundations of Rural Education; and aims to understand the relationship
between mathematics teaching, the curriculum, and student performance in mathematics in
large-scale assessment according to teachers of the initial years in rural schools in Ipojuca.
The study's specific objectives are to analyze the official curriculum of the municipal network
of Ipojuca's proposed mathematics teaching for the initial years and, particularly, its
implications for rural schools; to investigate the results of student performance in
mathematics in the initial years in large-scale exams (SAEB) in Ipojuca; to analyze what
teachers say about mathematics teaching and student performance in the initial years in rural
schools; and to compare the discourses produced by teachers with the SAEB performance
results of students in rural schools' initial years. The methodology includes interconnected
steps: Step 1 - Document analysis of the curricular proposal of the State of Pernambuco for
initial years of Fundamental Education and the curricular proposal of Ipojuca municipality for
initial years of Fundamental Education; Step 2 - Analysis of the mathematics performance of
Ipojuca's rural schools - Ideb 2014-2019/Inep - based on school reports according to
categories: Education, Teaching, Learning, Assessment, and Mathematics; Step 3 - Listening
to what teachers from rural schools say about teaching and student performance in
mathematics in online focus groups, in which participants had access to the results of the
analyses from previous steps. In this qualitative methodological design, the analytical method
is supported by Bardin's content analysis in Steps 1 and 2, and a core significance survey in
Step 3. Among some conclusions, we understand that school performance and its relationship
with large-scale assessment in Brazil has a contentious political bias towards public policy as
a guarantee of quality education and a right for all. The current public policy, despite some
efforts, still disregards the reality of the target audience and is tied to decontextualized and
exclusionary curricular goals.

COMMITTEE MEMBERS:
Presidente - 3205409 - FATIMA MARIA LEITE CRUZ
Interno - 6435441 - CARLOS EDUARDO FERREIRA MONTEIRO
Interna - 2132360 - LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
Externa ao Programa - 3331091 - ANA LUCIA FELIX DOS SANTOS - UFPEExterna à Instituição - ALDINETE SILVINO DE LIMA - UFCG