POR AVALIAÇÕES OUTRAS EM EDUCAÇÃO MATEMÁTICA: DESLOCAMENTOS A PARTIR DE UMA OPÇÃO DECOLONIAL

Abstract

Studies on assessment have gained some prominence in recent years in the production of Mathematics Education in Brazil, generally concerned with the role of error in learning mathematics, with the psychosocial effects that permeate the act of assessment, as well as with fairer ways of carrying out assessment. In parallel with the growth of interest in this research, decoloniality in Mathematics Education is emerging, committed to conceiving the teaching and learning of mathematics through the traditional knowledge of native peoples, black peoples and other historically subalternized peoples. Therefore, this research aims to problematize assessment in mathematics classes based on the decolonial option and, ultimately, to propose other ways of assessing in this context based on traditional knowledge. To this end, we carried out a theoretical essay whose motivation was our experience in Real Analysis classes taught at the Instituto de Matemática of the Universidade Federal do Rio de Janeiro (UFRJ), both in the Mathematics Degree course and in the Programa de Pós-Graduação em Ensino de Matemática (PEMAT/UFRJ) to which we are linked. Based on this experience and on the evaluation adopted in this context, we indicate possible ways of evaluating, assuming decoloniality as a stance and highlighting the traces of coloniality that permeate us as teachers and students.

Keywords: Assessment; Decoloniality; Mathematics teaching