O processo de avaliação da aprendizagem e a reorientação da prática pedagógica: encontros e desencontros

Abstract

The research analyzes how Elementary School II and High School teachers relate to the results of their students' learning assessments. The problem that drove the research was: how are the results of the learning evaluation appropriate or not by the teachers for the reorientation of their pedagogical practices? This research is justified by the fact that, by observing the school routine, the evaluation still seems to be seen as the end of the pedagogical practice process, serving merely to classify those who are “apt” and those who are “not apt”. The theoretical framework is based on studies by Esteban (2006), Fernandes (2009), Freire (1996), Ferreira (2003), Gatti (2003), Gomes (2014), Hoffman (2007, 2019), Luckesi (2011) , Libâneo (2006), Vasconcellos (2008) among others. For the development of this research, a proposal of qualitative approach was adopted in a field research. A bibliographic research was carried out with a systemic review of the literature in the relevant areas, seeking to answer questions related to the types of assessments that are "applied" in schools today and how the results of these assessments are recorded and appropriated or not by teachers. The participants are teachers from two state schools in the city of Pouso Alegre. Data were collected through a questionnaire that sought information about the evaluation practices adopted by teachers, the results of these evaluations and the strategies adopted or not after analyzing these results. Another data collection instrument was a conversation circle that, in addition to being a research instrument, was a product of the professional master's degree, as it provided training to teachers, who, in contact with their peers and the mediator of the Roda, had the opportunity to build and deconstruct knowledge on the topic of Evaluation. The collected data were analyzed qualitatively, in a systematic perspective, comparing the information gathered in the light of the theoretical framework adopted in the research. Considering the analysis of the collected data, we found that the results of the learning evaluation are not always appropriated by the teachers for the reorientation of their pedagogical practices, they are often used for bureaucratic issues, to classify those who pass and fail and sometimes serve as the basis for a pedagogical intervention. We realize, however, that it is possible for the teacher to guide or reorient his practice using the results of school assessments, but for this to materialize, it is necessary to invest in continuing education, it is necessary to break with some situations imposed by the Education Systems and of course it takes a professional commitment to student learning.