Aprendizagem escolar de matemática versus avaliação do IDEB no 5° ano do ensino fundamental em uma escola pública na cidade de Manaus/AM

Abstract

Institutionaleducationalassessmentsemerged from theneedtoidentifyteachingandlearninglevels in Brazilianschools, basedon a North American model. The elementaryschools are evaluatedbythe IDEB fromtheBrazil Test in thelaststageofeach series/year. In ordertoverifyifthereisreallylearningbythestudents, in theevaluatedschoolsthatreachedtheaverageestablishedbythe IDEB, thisresearchwasdeveloped. The studywascarried out in a publicschool in Manaus city, whichhasreached high marksabovetheaverageestablished in theevaluationcarried out bythe Ministério da Educação (MinistryofEducation) in the curricular componentofmathematics. For that, weusedquantitativequalitativeresearch, basedontheconstructivisttheoryoflearning. Instrumentsofthe data collectionwererealized: participantobservation in theschoolcontext; theapplicationof a mathtestandanactivitycalled Mercado Livre "Free Market" in theclassroomwith 6th grade studentswhohadpassedthetestthepreviousyear. The aimwastofind out whetherlearningoccursorwhetherstudents are onlytrainedtoevaluatethe IDEB and ifthey are abletoapplymathematicalcontent in everydaylife. A questionnairewasalsocarried out withtheteachers in ordertoidentifytheirperceptionsabout Prova Brasil, and its teachingprocess. With the general managerandwiththecoordinatorwascarried out, semi-structured interview. The resultsobtainedwiththeanalysisofthecollected data, ledtotheconsiderationthatthestudents are trainedandprepared for the Prova Brasil, however, thisisnotenough for thereto be learning. Keywords: Learning. Teaching. InstitutionalEvaluation. Education.