نبذة مختصرة : Assessments have become a form of regulation in the school system and consequently in teaching practice, in some realities, valuing only results, thus forcing the educational system to centralize pedagogical work focused on obtaining “good” results. In Brazil, we have the Basic Education Assessment System (SAEB), which is configured as a set of large-scale external assessments, which allows the National Institute of Educational Studies and Research Anísio Teixeira (INEP) to carry out a diagnosis of education. basic Brazilian. It is essential that teachers seek pedagogical proposals that introduce an innovative curriculum in the teaching of mathematics, establishing new paths, going beyond the traditional bias that is still so present in the teaching-learning process. It needs to be directly linked to the student's reality, so that they find meaning in the contents that are worked on in the classroom, ceasing to be mechanized activities that are disconnected from the social environment, from the student's daily life and in isolation from others. subjects.It is important to note that the path taken by the researcher, in content analysis, does not necessarily need to follow this order, depending largely on the elements that are part of the research. Therefore, it is important that the researcher has the insight to choose the best instrument offered by this technique. ; Las evaluaciones se han convertido en una forma de regulación en el sistema escolar y consecuentemente en la práctica docente, valorando en algunas realidades sólo los resultados, obligando así al sistema educativo a centralizar el trabajo pedagógico enfocado a la obtención de “buenos” resultados. En Brasil contamos con el Sistema de Evaluación de la Educación Básica (SAEB), que se configura como un conjunto de evaluaciones externas de gran escala, que permite al Instituto Nacional de Estudios e Investigaciones Educativas Anísio Teixeira (INEP) realizar un diagnóstico de la educación. brasileño básico. Es fundamental que los docentes busquen ...
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