AVALIAÇÃO DA APRENDIZAGEM DE MATEMÁTICA EM TEMPO DE ENSINO REMOTO: NARRATIVAS DE PROFESSORES

Abstract

The general objective of this research is to investigate the challenges of assessing Mathematics learning in the final years of elementary school in remote teaching time in the perception of teachers from a state public school in the city of Paulina (SP). Qualitative research, predominant in this study, does not disregard quantifiable data. The production of empirical material took place through written and oral narratives of teachers who taught mathematics in the final years of elementary school, between the years 2020 and 2021. The locus of the research was a state public school located in the city of Paulina (SP). The research participants were five teachers. The analysis of the narratives revealed that the main challenges of assessing Mathematics learning in the pandemic period were the difficulty of accessing technologies and/or the internet, especially for students; the low attendance of students in remote classes; the absence of interaction with teachers and students. In the teachers' narratives, it was evident that the public assessment policies of the state of São Paulo had an effect on the curriculum and assessment, in view of the guidance they received on the contents and forms of assessment given, with a view to improving the results of the school.

Keywords: Public policies in education. Covid-19. Educational assessment.