SAEB RESULT: POSSIBILITIES IN THE DEVELOPMENT OF SCHOOL ASSESSMENT STRATEGIES OF MATHEMATICS IN HIGH SCHOOL IN THE STATE OF AMAZONAS

Abstract

This study proposes an innovative and holistic approach to the school assessment of mathematics from the contextualization of the results of the National Assessment of Basic Education (ANEB) and the National Assessment of School Performance (Anres), also known as Prova Brasil) for students of the high school in the state of Amazonas. These assessments make up the Basic Education Assessment System (Saeb). The ANEB and the Prova Brasil are characterized as a way to correlate the data obtained by schools in the state of Amazonas in the last evaluations and thus infer about the ways in which these can be used as a mathematics assessment strategy. The qualitative approach is used, with exploratory purposes and as data collection instruments, the bibliographic research of printed and electronic publications published in the period from 2010 to 2019, except when it comes to legislation, with the inference of this author. The theoretical framework is based on theorists and researchers such as Moraes (2012), Lacruz; Amerigo; Carniel (2019), Arroyo (2014) and Luckesi (2015). It is concluded that without a contextualization of school assessment in Mathematics, correlating it with large-scale assessments, of the Saeb and the changes in legislation that have occurred since 2016, it will not be possible to change the current reality experienced in High School in Brazil, for this, the search of new assessment methods and innovation in the teaching and assessment process are essential to have a quality education.