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
|
