A avaliação de aprendizagem na área de Ciências Humanas e Sociais Aplicadas: desafios e perspectivas

Abstract

learning assessment has been the target of criticism, raising questions about its effectiveness in verifying the knowledge acquired by students over time. This study aims to identify and analyze the conceptions and evaluation practices of high school teachers in Applied Human and Social Sciences. It is characterized as a qualitative research of an exploratory nature and methodological procedures were adopted: bibliographical research and data collection through the application of questionnaires and semi-structured interviews. The theoretical framework addressed the concepts of learning assessment from the perspective of Freitas, Gatti, Hoffmann, Luckesi, among others, as well as a discussion on the High School Reform, consolidated by Federal Law No. 13,415/2017, with a view to observing what was proposed and the interests that affected this reform, the changes implemented, both at the national and state levels, and how it influences conceptions and assessment practices.The questionnaire was applied to CHSA teachers from the Regional Superintendency of Metropolitan Education B, which covers schools in part of the city of Belo Horizonte and ten other surrounding municipalities. 39 responses were obtained that will be analyzed and, subsequently, a sample was selected to carry out semi-structured interviews. Data analysis was developed based on Bardin and Franco's content analysis. The data highlights the need, among teachers in the CHSA area, for improvements in training to evaluate, whether in initial training or in continuing training. The deficiency in specific training for assessment is compensated for by self-teaching, often supported by the exchange of practical experience between teachers in everyday school life. Furthermore, the data points to a great demand for professional training so that teachers can work with the new reality generated by the changes in Secondary Education following Law No. 13,415/2017 and position themselves critically in relation to these changes. Based on the research results, an educational product was created to help teachers reflect on conceptions and assessment practices in CHSA, in a formative approach, which guides pedagogical practice and favors the learning of all students.