Sentidos da avaliação da aprendizagem em um processo de formação continuada de professores de matemática: contribuições da teoria da atividade

Abstract

This study aimed to investigate the movement of personal senses of mathematics teachers in continuing education on the assessment of learning. In the context of this formation of the group of teachers subject to the research, the concept of formative experiment was adopted. In order to achieve the objective to which this work is aimed, we seek to answer the following question: What manifestations reveal the appropriation of new meanings on the evaluation of learning by Mathematics teachers in the process of continuing education? The theorical basis adopted for this work, the organization of actions for and during the research, the capture and analysis of qualitative research data, are based on the Historica-Cultural Theory, the Activity Theory and the Teaching Guiding Activity, understanding that the latter makes it possible to organize teaching and learning activities, and still highlights evaluation as a constant process of analysis in this context. To capture the data in the research, the concept of field diary, audio recordings, reflective sessions and own forms organized by the author were adopted, in which the research subjects recorded the written tasks. The formative meetings were organized, weekly with a duration of four hours each, the first two being in person and the four following remotely due to the pandemic of COVID-9 (Sars-CoV-2). For qualitative data analysis, the foundation based on the concept of isolate, proposed by Caraça (1989), was adopted to understand the phenomenon in constant movement. In the analysis it was possible to notice that the teachers manifested, at the beginning of the formative experiment, meaning assignments in the proposed tasks, which differ from their own speeches. In the course of the same, with the readings, discussions, classroom practice and interventions of this researcher, it was possible to perceive that teachers started to attribute meanings to the assessment of learning, which refer to ideas of process and not only concern the student’s grade and approval, noting that the assessment is related to both teaching and learning.