Avaliação da aprendizagem: que concepções têm norteado as práticas avaliativas de professores da EJA?

Abstract

This work has as its theme the Evaluation of Learning in the context of Youth and Adult Education (EJA). The intention of the work was to analyze teachers' conceptions about Learning Assessment, seeking to understand what is guiding the evaluation practices of teachers in the EJA. For the accomplishment of this study a field research with qualitative approach was developed. The research subjects are teachers who work in the Education of young people and Adults of two schools of the municipality of Bayeux. In order to support this research, we used the following authors: Luckesi (1996); Hoffmann (2001); and Fernandes (2014). A mixed questionnaire composed of 11 objective and subjective questions was used as instrument of data collection. The results indicate that, in general, the evaluation done by the teachers with the students of the EJA has been limited to a survey of what was - or not - learned, that is, it is related to the identification of the cognitive level of the student. The EJA teachers' conception is still based on verifying and not evaluating learning. They also reveal that there is a great lack of theory that supports the practice of evaluation, which contributes to the fact that the evaluation acts of teachers are reproduced in the same way that they have experienced in the past. It is imperative that teachers consider a reflection on the evaluation and seek to re-signify their practices, in order to compromise them with the development of their students and, consequently, with the quality of teaching. It is concluded that there is a need to broaden the discussion and studies on Learning Assessment.