Evaluation processes and/in mathematics education: a study about the Escola Ativa Program
DOI:
https://doi.org/10.15448/1981-2582.2014.1.15880Keywords:
Mathematics education. Evaluation processes. Escola Ativa Program. Peasant multigrade schools. Foucault.Abstract
The paper discusses the Escola Ativa Program (in Portuguese, Programa Escola Ativa – PEA), ad dressed to Brazilian multigrade peasant schools. It is focused in the evaluation processes concerning mathematics education. The study theoretical framework is built through Michel Foucault’s theorizations, specifically those related to disciplinary practices and technologies of the self. Data are composed by PEA teachers’ documents. The analytical exercise (done from the perspective of the Foucault’s discourse analysis) made possible to conclude that in PEA, the evaluation: a) is conceived as a disciplinary bodies and know ledges mechanism that operates in a continuum and exists in every learn ingma the matics phase; acts over the school subjects through different evaluation practices; c) in the area of mathematics, it has as one of its main axis the analysis of the student’s error.
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