Práticas avaliativas de professores que ensinam matemática para alunos surdos nos anos iniciais do ensino fundamental

Abstract

In this research, we aimed to analyze the evaluation practices developed by teachers who teach mathematics. This goal was guided by the following question: in what terms do teachers who teach mathematics to deaf students, in the early years of elementary education, in a specialized school, develop assessment practices? Aligned to this research question, we built two guiding sub-questions, namely: 1) how the evaluative practices organized by these teachers were developed and adapted to the emergent remote teaching? 2) in what way the studies, in the continuing education, were stimulated, in the sense of reflecting certain theoretical contributions, in the evaluative practices of these teachers? The structuring concepts that subsidize this work are: pedagogical evaluation for learning; evaluative practices of teachers who teach mathematics; special education in the inclusive education perspective, teacher training, and emergency remote teaching. The analytical understanding emerged from the ideas of authors such as Black and Wiliam, Fernandes, Tardif, Imbernón, Gonçalves, Borralho, Botelho and Wenger. The methodology, attending to the objective, was based on the interpretative paradigm by means of a qualitative approach and with recourse to an analytical and instrumental collective case study design. As data collection instruments, we opted for the semi-structured directed interview (via Google Meet), direct observation of the classes in the classroom (online), and in-service continuing education meetings of the teachers. The research participants were 4 (four) female mathematics teachers. The result of the research allowed us to deepen the study in the area of evaluation, understood as a complex social process, integrated to the teaching and learning processes in the classroom triad. Formative assessment proved to be an interaction between these three distinct processes that allows to interpret, regulate and guide teaching and learning, confirming the need for change in the practices of teacher educators in order to include this theme as a complex object of the curriculum to be understood