SISTEMA DE AVALIAÇÃO EDUCACIONAL DO PIAUÍ (SAEPI) E SEU ALINHAMENTO COM O CURRÍCULO DO PIAUÍ E BNCC: reflexões considerando a perspectiva da avaliação em larga escala

Abstract

Large-scale educational assessments play a strategic role in monitoring the quality of basic education and supporting the formulation of public educational policies. In this context, this study sought to answer the following research question: to what extent does the Mathematics Reference Matrix of the Piauí Educational Assessment System (SAEPI) for the second year of upper secondary education, within the Geo-metry thematic unit, encompass and align with the skills established by the Brazilian National Common Curricular Base (BNCC) and the Curriculum of the State of Piauí, and what are the main convergences and gaps in this process? This research adop-ted a qualitative, applied, descriptive, and documentary approach, using Bardin’s (2016) Content Analysis as the analytical procedure. Data were obtained through the mapping of BNCC Mathematics skills, the analysis of their correspondence with the Curriculum of the State of Piauí, and their comparison with the descriptors of the SAEPI Reference Matrix. The findings revealed full alignment between the BNCC and the Piauí Curriculum, differing only in the alphanumeric coding of the skills. Regarding the SAEPI Reference Matrix, the results indicated a predominance of convergence with the curricular documents, particularly in descriptors related to si-milarity of figures, metric relations in right triangles, and trigonometric ratios. It is concluded that the SAEPI Reference Matrix is alignment with both the BNCC and the Curriculum of the State of Piauí, although some gaps remain that may limit its diagnostic potential and its representativeness regarding the essential learning out-comes expected for upper secondary education. The findings contribute to the dis-cussion on the articulation between curriculum and large-scale assessment, provi-ding evidence to support the improvement of curriculum policies, assessment ins-truments, and pedagogical practices in Mathematics education.