Uma análise pedagógica dos dados estatísticos das provas de matemática dos anos finais do ensino fundamental do SAEB, no período de 2011 a 2017

Abstract

This paper aims to discuss the use of information from large-scale evaluations in the pedagogical teaching work in the classroom. These assessments seek to measure the students cognitive abilities through contents related to the Portuguese Language and Mathematics areas, being also, on the other hand, an indication of the quality of teaching in schools, which triggers the decision making of school management. It was in this context that the System of Assessment of Basic Education (Saeb) was created, which is a system composed of external evaluations, applied in a large scale and whose main objective is to diagnose, in depth, the Basic Education in Brazil. Accordingly, the arguments of this paper depart from the objectives of understanding Saebs methodology; promote three improvements in students performance; make explicit to teachers what skills and competencies are verified by Saeb; enable teachers to appropriate the results of Saeb and help teachers in their teaching activities. The reflection that led to the debate was built from bibliographical research through official documents that guide the methodology for the elaboration, application and dissemination of the results of Saeb and of experts specialized in evaluation. This dissertation seeks to bring large scale external evaluations into the school context, making the data collected more relevant to help the teacher improve students learning. We hope this dissertation to be useful, especially to teachers of Mathematics, in the possibilities of intervention of the learning, in the understanding of this mechanism that moves the whole systematics of the Saeb as well as other educational evaluations of the present time.