Verificação da (des) continuidade de geometria entre a Matriz de Referência do Sistema de Avaliação da Educação Básica e a Base Nacional Comum Curricular

Abstract

This report deals with the description of research activities within the scope of the Professional Graduate Program in Education - PPPGE, Federal University of Tocantins (UFT), and Final Product in the form of an article according to PPGE notice no. 20/2019. The theme of the research is located within the scope of the Basic Education Assessment System and the place of geometry content in the exams of the Basic Education Assessment System, having as reference the National Common Curricular Base. The objective of the investigation was to analyze the amount of geometry in the SAEB reference matrix of 2001, which remained in the National Common Curricular Base. This is a bibliographical and documental research on the content/objects of knowledge of geometry teaching in fundamental education proposed in the SAEB 2001 reference matrix and the BNCC. In the analysis of the results, the importance of large-scale assessments and their contributions to the development of skills to help the teacher to develop a quality work were verified, in addition to presenting new information that can be incorporated into assessments in the school routine. In view of what was raised, duly referenced and analyzed in this study, it is concluded that many skills that are related to geometry, according to the objects of knowledge provided in the BNCC, for the initial years continue to be used over the years and will become repeating both in the reference matrix and in the BNCC. However, it was also observed that for the final years, there is a break with this pattern, verifying a (dis)continuity in relation to the BNCC, with a significant decrease in questions related to geometry over the final years. Given this context, it can be seen that the study of SAEB can add information to the work carried out by teachers in the schools where they work.