Evaluation Program of Basic Education in Espírito Santo: repercussions in schools and mathematics Teaching

Abstract

This article investigates the Diagnostic Learning Assessment Program (Programa de Avaliação Diagnóstica da Aprendizagem - Paebes TRI) with the objective of identifying and discussing its repercussions in schools and in the mathematics teaching process. It constitutes qualitative research of the descriptive and documentary type conducted in the light of Cultural History, based on the analysis of laws, ordinances and documents of the State Secretariat of Education of Espírito Santo (Secretaria de Estado da Educação – Sedu). Based on data and notes provided by relevant academic texts, including dissertations, theses, books and articles, concludes that this evaluation has had a negative impact on the school environment in these three main ways: (1) it distorts the process of evaluating students in schools, (2) it encourages poor Teaching practices and (3) it reduces the autonomy of teachers in the elaboration and execution of Teaching plans, creating the tendency towards a traditional approach.

Public Policies; External Evaluation; Basic education