Formação de professores que ensinam Matemática nos anos iniciais: o uso de indicadores de avaliações externas em uma escola da rede pública municipal de São Luís/MA

Abstract

The general objective of this study was to analyze the relationship between the Continuing Education of Teachers who teach Mathematics in the Early Years of Elementary School and the pedagogical use of the evidence provided by External Evaluations in a municipal public school in São Luís/MA. A qualitative methodology was used to collect and analyze the data, involving the management team and the teachers who teach mathematics in the Early Years. In order to portray the reality studied, a qualitative case study was carried out. Content Analysis was used to categorize the research data. The data collected was presented in its entirety in Context 1, which refers to the teachers, and Context 2, which refers to the members of the management team at the field school.In the systematization of the data, the following categories were formed for Context 1: planning evaluations based on criteria, performance and content, using diversified instruments; socializing the results of External Evaluations and making decisions based on the evidence; influence of External Evaluations on Internal Evaluations; participation and suggestions from teachers for Educational Evaluation Training carried out by the Municipal Department of Education. With regard to Context 2, the following categories were formed: the impact of External Evaluations on Internal Evaluations and Teacher Training in Service (Continuing Training); the socialization of the results of External Evaluations and the Training of School Managers and School Teachers. It was found that the results of the External Assessments are shared between managers, teachers, students and their guardians through meetings and Continuing Training activities, which promotes a collaborative and reflective environment, providing a better basis for pedagogical decisions. From this socialization, formative assessment is valued, allowing teachers to use the data from the External Evaluations to adjust teaching practices on an ongoing basis, according to the students’ learning needs. This interaction strengthens pedagogical leadership and support for teachers, contributing to the creation of a school culture aimed at improving learning in mathematics and other subjects. However, the study points out that training in Educational Evaluation needs to be better integrated into the training policy of the Municipal Department of Education and that the excessive use of mock exams requires caution to avoid emptying the curriculum.