Episódios com professores de Matemática: Um olhar para a avaliação como oportunidade de aprendizagem

Abstract

Several studies point to problems regarding assessment in mathematics, the work in question was motivated by concerns, whether as a teacher or student. It aims to analyze the possible contributions that a continuous training course, which deals with school assessment as a learning opportunity, can bring to teaching in the classroom. As a theoretical contribution, we present some evaluation concepts supported by the authors: Hadji (1994), Barlow (2006), Luckesi (2011) who detail a theoretical view of evaluation; William (2007), Pironel (2019), Buriasco (2020), Pedrochi Junior (2018) that address assessment in mathematics as a learning opportunity. We discuss evaluation as a didactic process capable of providing learning opportunities to assist the teacher in a new teaching practice, opening paths for a change in their pedagogical practices, regarding Teaching and Learning in Mathematics. The research had characteristics of a qualitative approach, the analyzed data resulted from the questionnaire and a course of continuous training in evaluation with three teachers of a public school in the State of Pernambuco, applied within a school space, from which we built the categories of analysis. The results point to the necessity for continuing training actions in evaluation as a learning opportunity, based on reflections on evaluative practices, which stimulate a dialogue between teacher and student, allowing one to reorient their teaching actions and the other to become the protagonist of their own learning. In particular, the research subjects showed sensitivity to changes in evaluative practices towards evaluation as a learning opportunity.