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

Abstract

ABSTRACT 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.