PERSPECTIVA DECOLONIAL NA PRÁTICA AVALIATIVA DA REDE MUNICIPAL DE SÃO LUÍS/MA: CONTRIBUIÇÕES PARA O ENSINO DE MATEMÁTICA

Abstract

This study aims to establish an epistemological understanding of inclusive evaluation practices from a decolonial perspective, within the guiding document for the evaluation practice of the municipal public school system in São Luís/MA. The methodology used was qualitative and documental, based on Textual Discourse Analysis. The results showed that this document brings an epistemological conception of assessment as a continuous and interactive process that requires more inclusive methods and criteria: valuing cultural diversity, using more accessible language, stimulating student participation and autonomy, among others. Thus, a more equitable and effective educational environment can be built that meets the needs and specificities of learning mathematics.

Keywords: Learning Assessment; Municipal Education Network; Mathematics.