O OLHAR DE UMA PROFESSORA DE MATEMÁTICA A RESPEITO DAS AVALIAÇÕES EXTERNAS E O CURRÍCULO OCULTO

Abstract

Alarmed by the factors that involve the Mathematics subject teaching and learning processes in Basic Education and with the teachers and students in the face of challenges witnessed in the school space, this article aims to reflect about the external evaluations and their relation with the hidden curriculum, more particularly, in a public school from Curitiba. With this objective, the research will be methodologically guided by a qualitative approach, from ethnographic nature, using the participant observation technique and it will be supported by critical theorists from the curriculum field who investigate the hidden curriculum. The analytical exercise carried out indicated the lack of autonomous attitudes, an evident obedience presence, individualism and an active conformism in the different segments of this school community. It is evident that the actions of the hidden curriculum that is presented are still of validation and acceptance of the centralized evaluations offered by institutions outside the school and that the teaching staff is lacking in the perception of these institutions intentions.