Banca de DEFESA: EVANDRA MARA GOLFERARI INHEGUEZ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : EVANDRA MARA GOLFERARI INHEGUEZ
DATE: 18/02/2026
TIME: 18:00
LOCAL: Miniauditório Campus da UNIR Ji-Paraná
TITLE:

SAEB and its repercussions on teaching practice: perceptions of mathematics teachers in Rolim de Moura/RO

KEY WORDS:

Saeb. Mathematics Teachers. Basic Education. Perceptions. Teaching Practices.

PAGES: 167
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Educational assessment has become a key instrument for monitoring and regulating public policies, especially in the Brazilian context, where the Basic Education Assessment System (Saeb) has taken on a central role in discussions about the quality of education. In this scenario, understanding teachers’ perceptions becomes essential, as they are the ones who directly experience the effects of external assessments in their daily practices and in school organization. From this perspective, discussing Saeb from the standpoint of Mathematics teachers contributes to the debate on the relationships between assessment, curriculum, and teacher education, considering the specificities of this field of knowledge and the demands imposed by assessment policies. This research aims to understand the perceptions of Mathematics teachers who work in the 9th grade of Elementary School and the 3rd year of High School in public state schools in Rolim de Moura/RO regarding the Basic Education Assessment System (Saeb) and its recognized repercussions on their practices. It is grounded in authors such as Saviani (2009), Libâneo (1997), Nóvoa (2009), Leite (2016), Tardif (2002), Imbernón (2009), and Gatti (2016), whose contributions enabled a critical reflection on teacher education, working conditions, and the effects of external assessments on everyday school life. Considering perception as a multifaceted phenomenon influenced by experiences, beliefs, and conceptions about Mathematics Education, assessment, and the teacher’s role, a qualitative field research approach was adopted. The study was conducted in three public state schools in Rolim de Moura, involving five Mathematics teachers. Data were collected through questionnaires, interviews, and field notes. The main findings reveal constant pressure for performance, changes in school routines motivated by the pursuit of better indicators, curriculum adjustments aimed at meeting assessment requirements, and teachers’ perceptions that their needs and voices are not adequately considered. In addition, feelings of overload and professional devaluation were observed, as well as the adoption of pedagogical strategies focused on exam preparation, which, according to the teachers, limit the time available for developing more investigative and meaningful practices in Mathematics. It was also found that, although teachers recognize Saeb as an important diagnostic tool, there is a consensus that its results do not always reflect the actual learning reality in schools. This study seeks to value teaching practices, provide insights into understanding the impacts of Saeb on professional performance, and promote public policies that better integrate assessment, teacher education, and educational quality.

COMMITTEE MEMBERS:
Presidente - 2035958 - ELIANA ALVES PEREIRA LEITE
Interno - 1713580 - EMERSON DA SILVA RIBEIRO
Externo à Instituição - GERALDO EUSTÁQUIO MOREIRA - UnB