A avaliação em matemática: da Reforma Francisco Campos à Lei de Diretrizes e Bases da Educação Nacional de 1996

Resumo

The teaching and learning process is rooted in the history of society itself, and the Brazilian context is no different. To understand this process, it it possible to examine the Brazilian education system and its historical construction. Mathematics assessment is linked to the pedagogical frameworks that guide educational systems, adopting different perspectives over time and serving the interests of Brazilian society across various historical periods. But how, has mathematics assessment been expressed throughout the history of the Brazilian school system? The general objective of this study was to analyze the approach given to assessment in mathematics teaching within the Brazilian educational context between the Francisco Campos Reform (1931) and the Law of Guidelines and Bases of National Education (LDB) of 1996, including the evaluative conceptions and practices expressed in the educational policies and curricular documents of the period. This study characterized as qualitative research, characterized as historical-bibliographic research. The theoretical framework was based on books, theses, dissertations and scientific articles published in journals or conference proceedings, such as studies by Barlow (2006), Dallabrida (2009, 2014), Fiorentini (1995), Hadji (1994), Luckesi (1999, 2002, 2021) and Valente (2008, 2012). The study discussed the Francisco Campos (1931) and Capanema (1942) Reforms, the Law of Guidelines and Bases of National Education (1961) and the Laws of Guidelines and Bases of Education (1971, 1996). For data production, a documentary analysis was performed. This analysis was based on the following categories: representations of mathematics assessment, evaluative practices and knowledge established over time in mathematics teaching. The results pointed to the materialization of a predominantly classificatory assessment, even if showing interest in formative aspects. Assessment is not merely a technical procedure; its materialization is a cultural and historical object.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UNIOESTE

Programa

Programa de Pós-Graduação em Educação em Ciências e Educação Matemática

Ano

2026

Defesa

06/03/2026

Idioma

pt

Palavras-chave

EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA; Education; Evaluative Process; Mathematical Knowledge; Pedagogical Trends; Brazilian Education Syst; Educação; Processo Avaliativo; Legislação Educacional; Documentos Curriculares; Sistema de Ensino Brasileiro

Temas

Avaliação

Handle

https://tede.unioeste.br/handle/tede/8429

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026