DO SAEB À OBMEP: COMO AS AVALIAÇÕES EM LARGA ESCALA E AS OLIMPÍADAS DE MATEMÁTICA PODEM TRANSFORMAR A PRÁTICA DOCENTE EM 2025

Resumen

ABSTRACT

This research explores the intersection between large-scale assessments, such as the Basic Education Assessment System (SAEB), and Mathematics olympiads, such as the Brazilian Public School Mathematics Olympiad (OBMEP), analyzing their potential to transform teaching practice in Brazil in 2025. The study investigates how these tools, although distinct in their purposes and methodologies, influence teachers' daily lives, curriculum organization, and the development of pedagogical strategies. The analysis covers the impacts of SAEB on teaching standardization and the precariousness of teaching work, as well as OBMEP's ability to foster interest in Mathematics, identify talents, and promote pedagogical innovation. The tensions and complementarities between these two assessment models will be discussed, seeking to understand how they can be articulated to support a more reflective, autonomous, and aligned teaching practice with students' real learning needs. The methodology employed includes in-depth bibliographic research in academic sources and official documents, ensuring the theoretical foundation and veracity of the data presented. The expected results point to the need for a balanced approach that uses external evaluations as diagnoses and olympiads as catalysts for active methodologies, aiming to improve the quality of education and value the teacher's role. The discussion delves into the search for a model that transcends mere performance measurement, promoting a more meaningful and engaging education for everyone involved in the educational process.