Exame Nacional de Desempenho de Estudantes : problematizando verdades sobre a formação do professor de matemática.

Abstract

The dissertation aims to study the National Student Development Exam in Mathematics as a producer of truths through the power relations, producing effects in the mathematics teacher training. The theoretical framework of the research is a perspective foucaultina, working with concepts of power and truth. The following documents: Ordinances that regulate National Student Development Exam in Mathematics, specific licenciature questions in the test and the Course Reports, from three editions already done, 2005, 2008 and 2011, were used as qualitative analysis material. The analysis consist in the study of regularities and discontinuities presented in these documents, the production of knowledge about the training of mathematics teachers by the National Student Development Exam in Mathematics, the enunciation of their statistical results and their strategies of legitimation and persuasion as government technology. The distribution of strength between the practices of the analyzed documents makes the evaluation of National Student Development Exam in Mathematics an effective way of exercising power, suggesting for future math teacher the mastery of concepts and content, the development of interdisciplinary and reflect on their profession. Thus, the mathematics teachers training, guided by the truths produced in the National Student Development Exam, turns out to be meant as a responsibility of the students.