A avaliação da aprendizagem na perspectiva da educação popular: contribuições para a ressignificação da prática pedagógica na educação de jovens e adultos

Abstract

This present work, we approach the evaluation about learning in the perspective of Popular Education as an action that favors the development made from pedagogical practices, which allow educators to understand in what aspects they need to re-significate their teaching methodologies. Youth and Adult Education (EJA) has specificities such must be considered by educators, so we recognize the evaluation process that embodies the principles of Popular Education makes possible a significant intervention in teaching and learning processes. In view this, the interest in exploring theme arose through the PET Tutorial Education Program / Knowledge Connections: Access and Permanence of Young People from Popular Origin to the University: University - Community Dialogues. During one of the activities carried out, we perceive the need to attend the evaluation process, since we understand that evaluation, depending on how it is carried out, can be allied with success or failure at school. We use the bibliographical research to develop the ideas according to the perspectives pointed out by the scholars who discuss Popular Education and the evaluation about learning, being some of these Brandão (1981, 2002); Esteban and Tavares (2013); Freire (1967, 2006, 2014); Hoffmann (1993) and Luckesi (2011). Thus, we aim to recognize the importance about evaluation in teaching and learning processes, discussing it from the popular bias of education. In this sense, we emphasize that evaluation should not be an imposition, but a means one helps learners to perceive themselves in the schooling process as active subjects, collaborating so that educators improve their pedagogical practices.