AVALIA O DO ENSINO DE MATEMáTICA: UMA LEITURA A PARTIR DA TEORIA HISTóRICO-CULTURAL

This study focuses on Mathematics teaching evaluation, since all theprocess comes from the current teaching system, from the experienced historicaland theoretical context which has been being expressed at schools. The studytakes into account the perception – regarding Mathematics teaching – of teachers,students and administrators take part in the everyday life of a municipal elementaryschool. The study is based on the historical-critical pedagogy with its historical--cultural psychological basis and the theory of activity as well. Accordingly, themethodology used follows the investigation method principles established by Vigotski.The analysis is organized in one category which were defined in terms ofthe questions applied in the interview: perspectives of necessary changes. By thelight of historical-culturaltheory, results show that there is a prospective thoughtamong the people of the school; they are really willing to search for the expansionof the Mathematics Teaching as well as the Pedagogy itself. The manifestationsreveal a potential level which, receiving collaboration mediated by new knowledgeand experiences, can achieve a new reality, that is, a real level surpassing theMathematics teaching current reality.