Purificação, Marcelo Máximo2026-01-162026-01-162025SILVA, Fabrício Peres da. A prova Brasil e o ensino de matemática na rede pública de Goiás: impactos, desafios, potencialidades no desenvolvimento regional. Goiânia (GO), 2025. 82 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2025.https://repositorio.unialfa.com.br/handle/123456789/723This research aims to analyze the impacts, challenges, and potential of the Prova Brasil (Brazil Test) on mathematics teaching in the public school system of Goiás, based on a bibliographic and documentary survey covering the period from 2017 to 2023. It assumes that large-scale assessments, such as the Prova Brasil (integrated into the Basic Education Assessment System – SAEB), play a strategic role in curriculum organization, assessment culture, and the conduct of public educational policies. This is a qualitative, applied investigation, based on a systematic analysis of academic publications, official INEP reports, educational plans, and institutional documents. A comparative analysis was chosen with previously published research that shares similar object and methodology. Data analysis was conducted using content analysis techniques, prioritizing recurring themes, tensions, and theoretical contributions. The research is grounded in classics of regional development such as Perroux (1955), with the concept of growth poles; Hirschman (1958), who proposed the chain effects and strategic imbalance; Myrdal (1957), with the theory of circular cumulative causation; Porter (1990), with the notion of clusters and competitiveness; Isard (1956), founder of regional science; Krugman (1991), with the New Economic Geography; Harvey (1973), with Marxist critiques of unequal urban space; Castells (1999), when dealing with networks and the impact of technology on territory; Santos (1996; 2000), with a critical reading of space and globalization; and Furtado (1959), when addressing Latin American underdevelopment. In the educational field, the analysis engages with authors such as Ball (2001), on accountability policies; Perrenoud (2001), regarding assessment and teaching practice; Bonamino (2002), focusing on the effects of external evaluation on the curriculum; and Fernandes (2019), with reflections on SAEB and IDEB. Preliminary results point to a tense relationship between the demands of external evaluation and real pedagogical practices, especially regarding curricular adaptation, institutional pressure for targets, and the limitation of teacher autonomy.ptPráticas pedagógicasEnsino de matemáticaRede estadual de Goiás