Um estudo sobre avaliação e sua interlocuções com o processo ensino-aprendizagem no PROEJA

Abstract

This research is an ethnographic case study that deals with the evaluation of the learning developed by the effective teachers of Mathematics, Physics, Chemistry and Biology of the Technical Course Integrated to the High School in Secretariat in the modality of Young and Adult Education (EJA) of the Federal Institute. from Goiás- Campus Jataí, with the students of the first class. The overall objective was to understand the concepts of assessment and assessment practices from the perspective of students and teachers, the norms that guide this relationship and the teaching work of the target course. The great challenge is to create a quality school for young people and adults, according to the specificities of these subjects, taking into account and recognizing their previously accumulated spontaneous experiences and knowledge, allowing access to historically produced cultural goods and emphasizing that in the process teaching / learning / assessment, the most significant feature is the effective participation of teachers and students. And that through this participation it is possible to realize a collective and conscious learning, enabling a process of formation in all dimensions, for the transformation and emancipation of the human being. To interpret the data was used content analysis, having as main instruments of data collection: observations, field diary, semi-structured questionnaires involving the two groups of subjects of this research.The results of this research show that teacher evaluation is still an evaluative practice based on a traditional and conservative conception. Although teachers have and use a variety of assessment tools that allow data collection for continuous assessment, it is not yet characterized as a formative and diagnostic process. It was also verified that the difficulties are recurrent and are present in the evaluation practices of the teachers who work in the course, regardless of the area of ​​activity and level of education. This, due to the complexity and difficulty that surrounds the evaluation process, whether pedagogical, political or affective. However, it was found, in the speeches, the existence of the desire of teachers and students to break, overcoming the practices inherent in the conservative model, but its realization does not yet happen fully, because only slowly this view is being overcome with the participation and joint and collaborative construction of teachers and students. Thus, it is concluded that the stated conceptions and evaluative practices experienced by teachers and students, investigated subjects are often contradictory and incoherent, and can be diagnosed as progress, setbacks and barriers in the teachers' professional development and emancipatory training. omnilateral side of learners and teachers. As a technical contribution, this dissertation made it possible to make a product available, namely: a support text - learning and evaluation in the EJA, containing in its corpus an evaluation project, with suggested activities, collaboratively built in direct actions involving teachers. and students of the studied course.