Jogos e avaliação da aprendizagem em Matemática: Percepções docentes sobre o avaliar na educação infantil e anos iniciais do Ensino Fundamental

Abstract

Based on the understanding that the teaching, learning and evaluation processes are indissociable, this academic production - academic master -, limited to the line of research Methodology, Didactics and Teacher Training in Mathematics Education and Science, PPGECEM, UEPB, has as essence to investigate the perceptions of the teachers who work in Early Childhood Education and in the initial years of Elementary School on the possible connections between the use of games and evaluation of learning in Mathematics. For this, the research seeks theoretical support in the discussions about the contributions of mathematical games to the development of formation of subject training and for the acts of teaching, learning and evaluation, based on authors such as Smole et al; Rêgo (2014), Grando (2000), Ferrarezi (2004), Gitirana (2003), Silvestre (2016) among others; and the learning evaluation biases, are based on Hoffmann (2014, 2005, 1996), Luckesi (2011, 2006), Hadji (2001), Romão (2017) Santos (2014) and others. It presents considerations about an evaluation of learning in Mathematics classes in the light of authors such as Pavanello and Nogueira (2016), Buriasco and Soares (2008) and Santos (2014). An investigation of a qualitative nature collected the data through a field work carried out with 33 multipurpose teachers, students of the curricular component Methodology and Content of Mathematics Teaching of the Course of Degree in Pedagogy offered by the National Program of Education of Teachers of Education (PAFOR), at the State University of Paraiba, Ducks Campus. In the field, the research followed four stages, in which there was a session with exploration of mathematical games, focus group, proposal of an activity and individual interviews, which were analyzed in the light of the technical guidelines for data processing, the content analysis, conceived by Bardin (2011). The collected data show that, although there is strong evidence of a classificatory and selective evaluative practice, it is possible to establish connections between mathematical games and learning evaluation, constituting moments of evaluation, observation and continuous reflection of mathematical doing.