A avaliação da OBMEP como indutor de mudanças na prática pedagógica dos professores de Matemática

Abstract

This research sought to determine to what extent the evaluation of OBMEP induces changes in pedagogical practice of Math teachers and the ways this induction occurs. Based on the theoretical basis on assessment, it designed a unique data collection instrument, applied in two stages, in order to capture different aspects of induction, from factors considered highly predictive of success in the event. In the first stage, responses from 261 teachers were collected from almost all Brazilian states, from calling on social networks and mailing lists. In the second stage, the same questions were addressed to non selective school teachers with the best results in the state of Rio de Janeiro, with reference to 2005 to 2013 OBMEP editions. In relation to the investigated factors, the second stage teachers presented more assertive responses, which proved consistent with the theoretical foundation. Despite the promising results regarding the impact of OBMEP, there seems to be a long way to go, so as to achieve the objective of improving the quality indicators of basic Math education in Brazil, emphasizing above all the need for wide dissemination of successful experiences in schools throughout the country, by the use of educational materials, such as videos and handouts, as well as specialization of the faculty