The place of assessment in the pedagogical projects of the Mathematics degree of a public institution in São Paulo

Bibliographic Data

ID4283524
AuthorsLuana Ferrarotto (0000-0002-2861-2127, Federal Institute of São Paulo), Marta Fernandes Garcia (0000-0002-3957-746X, Federal Institute of São Paulo, corresponding author)
Year2024
Volume29
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Brasileira de Educação (JOURNAL)
Journal identifiersISSN: 1413-2478 • E-ISSN: 1809-449X
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s1413-24782024290041
OpenAlexW4396614608
SCIELO_PIDS1413-24782024000100226
LanguageEN
References cited7

This article analyzes the space that the educational assessment occupies in the pedagogical projects of the Mathematics degree courses of a public institution in São Paulo, seeking to answer the question: how does the Mathematics degree courses of the aforementioned institution understand and address, in their course pedagogical projects, the content related to the educational assessment and the space reserved to it in these documents? A documental analysis was launched on 12 course pedagogical projects of these available courses in the institution. Also, in the data treatment, it was conducted a content analysis process to categorize different conceptions of assessment present in the documents. The results show that the assessment field has, in general, little space in the courses' curricular organization and that its different levels (learning, institutional and large-scale) are not always present and articulated in these documents that guide the educational processes of mathematics teachers

Degree (music · Institution · Mathematics education · Physics · Political science · Public institution · Social science · Sociology · Business and Management Studies · Education and Public Policy · Education Pedagogy and Practices · Mathematics

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