Moreira, Geraldo Eustáquio2024-04-232024-04-232022-04-12https://hdl.handle.net/20.500.14135/1022The objective of this research was to analyze the perception that the literacy worker, from the first years of primary school, of public schools in the Federal District, has on the evaluation of the 2nd year of primary school of the Evaluation System of Basic Education (SAEB) and its restitution of the result of the mathematics test in terms of issues and possibilities of use in the teaching of mathematics in its pedagogical practice. The theoretical-methodological approach adopted, with an analysis made following Maurice Merleau-Ponty's thinking, is structured in studies centered on education, on the qualitative approach, the case study and the use of different sources to allow triangulation of data. For the construction of the data, the online survey was applied and the projective interview was carried out by videoconference, the use of recording and filming in the observation to chain the triangulation, and to elucidate the participation of the school in the 2019 application sample as well as adding more information, were consulted the databases of the Anísio Teixeira National Institute of Pedagogical Studies and Research (INEPE) and of the Federal District Department of Education. Research found that large-scale assessments were seen as important helps in educational context guidelines, the results were used by managers and teachers in the educational planning of schools and classrooms, promoting the collective and individual pedagogical reflection in the school context. Were also found evidences of SAEB results being used by school administrators to hold teachers accountable for pupils performance. It is possible to infer that opinions of the teachers on either accepting or rejecting large-scale assessments depend on how they are conducted and used in the school context. The results indicate that the teachers, when analyzing the items of the knowledge axis in terms of numbers, algebra, geometry, quantities and measures and probabilities and statistics, express an opinion of being either easy, average, or difficult for students of the 2nd year of primary school, and argued about the reasoning hypothesis used by the student in the choice of the distractor, expressing that they perceived it as useful pedagogical piece of information for teaching practice. The perception of female teachers, revealed on the 2nd year of primary SAEB, indicates that it is an important influence on teaching practice and an inspiration to integrate changes in the way of teaching mathematics. The challenges faced by female teachers are of several dimensions, ranging from access to correct and reliable information, fluid communication, deficient initial training in mathematics (pedagogy classes), a lack of understanding grading assumptions, statistical data, descriptive statistical information. The possibilities of using the results of the mathematics of the 2nd year of primary school of the SAEB in their pedagogical work have been listed as the use in the analysis of the performances of the pupils for the thinks and the help for new pedagogical proposals. Finally, given the absence in the Brazilian debate of studies on the positive changes in the field of disciplines, generated by the results of large-scale evaluations, there is hope that further investigations will be carried out, since it is largely accepted that for the understanding of how the 2nd year of primary SAEB and the feed-back of its result will influence (or not) the practice of teaching, much remains to be unveiled.Documento textualporAcesso abertoEnsino FundamentalProfessor AlfabetizadorEnsino Fundamental - 1ª a 4ªSistema Nacional de Avaliação da Educação BásicaTese120976