Avaliação à luz do paradigma educacional emergente: uma prática a serviço das aprendizagens

Abstract

The present work refers to the evaluation from the perspective of the emerging paradigm, seeing it as a tool at the service of learning. In this work, it is believed that evaluation has always been necessary, however, traditional formats present today still do not allow our students to produce meaningful learning, as well as, they do not allow teachers to rethink their pedagogical practices and expand their views to an innovative classroom, questioning and collaborative. Based on this assumption, the present research aims to analyze the contributions of the emerging educational paradigm to the mediating evaluative practices. It is an approach that opposes the traditional paradigm. We sought to outline the present study with a theme initially focused on the principles of the emerging educational paradigm with a view to reviewing school evaluation processes, followed by understanding the concepts of evaluation within the traditional and emerging educational paradigms.The methodology in this research was bibliographic and documentary. To support the work on educational paradigms we use Moraes, Vasconcellos, among others. To investigate the evaluation, we used the texts by Behrens, and Hoffmann. Finally, the work analyzes the official documents, Prova Brasil, Enem and Enad, chosen so that they could cover the three levels of education to reveal practices of a mediating evaluation, beginning to rethink it within a logic than the traditional one. Among the results achieved, it was possible to verify that schools that propose to develop democratic knowledge-building practices will obtain better results when they develop assessment processes based on the emerging paradigm, in which they seek not only to help the subject to progress, but also, the help to overcome the challenges, thus favoring the whole teaching and learning process.