Avaliação Escolar e Indicadores de Ansiedade Patológica: Um Estudo a Partir da Teoria do Sistema de Estruturação de Crenças Sociointerativo

Abstract

This study proposes to investigate the relationship between students' beliefs about the experience of being evaluated and anxiety indicators. Based on the theory of the Socio-interactive Belief Structuring System, this work considers the complex network of socio-interactive factors through which pathological anxiety develops and can affect the health of students who perceive the assessment situation as a threat. The proposed analyzes highlight structured beliefs in family interactions and teacher-student interactions, considering the meaning of the institution where the study is located and its cultural environment. The school, in turn, is considered from the background of a hedocultural society. In order to reach the proposed objective, a qualitative method was used, of a descriptive nature, aiming at the production of reflections on teacher-student interactions and the structuring of healthier beliefs about the experiences of school evaluation. As an educational product, a video documentary was produced, aimed at teachers, the academic community, families and the community in general in order to promote healthier interactions aimed at a more sober, safe and healthy relationship for students with their school performance evaluations.