A Prova Saeb e o professor que ensina Matemática nos Anos Iniciais do Ensino Fundamental: Uma Revisão Sistemática

Abstract

In this research, we investigated the possible influences of “Prova Saeb de Matemática” (Saeb Mathematics Test) on the practice of teachers in the Starting Years of Elementary School, an assessment that is carried out on all public-school students in Brazil. The goal of the research is to analyze, based on published research, the likely influences of Saeb in the practice of Mathematics teachers in the initial years of Elementary School. For this end, we carried out a Systematic Literature Review (SLR) that searches and selects, through a protocol, other works already published on the topic. After applying the SLR protocol in order to create the corpus, we sought to identify, in the works selected through SLR, aspects that relate the Saeb Test and the practice of Mathematics Teachers in the initial years of Elementary School. After analyzing the data, three categories emerged: a) Teacher Training and its gaps; b) Pressure to achieve goals; c) Student‟s training and impoverishment of the curriculum. As a result, we noticed that the most common influences are the gaps in teacher‟s training, which some research indicates interferes in the conceptualization of Mathematics and also with the concept of the methodology using in its practice. The lack of knowledge about the Saeb Test and its goals leads teachers to accept some premises that are not true, making the structure of their classes around getting good results in the Saeb Test, leading to actions such as training using simulated tests.