Os reflexos do SAEB na prática dos professores de matemática do ensino fundamental II na cidade de Santarém-PA: utilização e saberes

Abstract

Basic education is one of the fundamental pillars for the constitution of society, making it essential to understand how education professionals see themselves in the teaching-learning process, especially in a context where student development is measured by large-scale assessments. Such assessments are the main instruments used by States to develop and verify public educational policies, with the aim of verifying the "teaching quality" of schools in Brazil. This research focuses on the external evaluation of SAEB, which, by considering only Portuguese language and mathematics content, ends up reducing the basic education curriculum by focusing exclusively on these subjects. In addition to excluding other areas of knowledge, this assessment does not take into account the students' social context and reality. The main objective of this work is to analyze whether mathematics teachers in the municipal public network of Santarém-PA have knowledge about large-scale external assessments, specifically the SAEB test, and how they use the results of this assessment. The study adopts a quantitative, descriptive and exploratory approach. Documentary research methods and questionnaires were used, involving the participation of five mathematics teachers from different public schools in the city. Data analysis reveals that the assessment system has significantly influenced the work of teachers, shaping the teaching-learning process with the aim of achieving good performance in external assessments. The use of simulated tests by all research participants also confirms this trend, as teachers tend to prioritize the content that will probably be covered in the assessment. This narrow focus can limit a more comprehensive and integrated pedagogical approach