Gênero e avaliação: como meninas e meninos são avaliados?

Abstract

This dissertation was developed within the Professional Master's Program in Education and aimed to identify how teachers evaluate boys and girls, analyzing whether the criteria used in the evaluation processes are related to gender issues. The research is justified by the importance of understanding the gender factors that influence assessment practices in the classroom and how they may affect the evaluation outcomes of the learning process for boys and girls. Understanding how gender issues can interfere with the way assessments are applied and analyzed is relevant for identifying potential inequalities and their repercussions. Furthermore, the way evaluation results are influenced by gender factors can have significant implications for students' academic progress and future educational opportunities. Additionally, the study sought to contribute to the development of more effective assessment strategies that consider the diversity of behaviors and characteristics of students without perpetuating gender stereotypes. The research addressed the assessment conceptions of teachers working in the early years of elementary education in a municipal school in Lavras, Minas Gerais, investigating the evaluation criteria used by teachers, with a specific focus on the influence of behavioral aspects and their relationship with gender issues. As a qualitative and exploratory study, the research was conducted through a literature review based on a bibliographic survey, and data collection involved observation of the school context and individual interviews with teachers from the studied classes. The analysis of the collected data was carried out using Bardin and Franco's content analysis. The research aimed to contribute to the construction of assessment conceptions and practices that deconstruct stereotypes of masculinity and femininity in the school context. To this end, an educational product was developed: a Guide for teachers in the early years of elementary education, intended to serve as a reference for inclusive assessment practices regarding gender issues in the school environment.