Experiências sobre avaliação da aprendizagem na Escola Nossa Senhora do Carmo: visões discentes e docentes

Abstract

This Course Completion Work (TCC) has the general objective of analyzing how the Nossa Senhora do Carmo school, located in Bananeiras in Paraíba-PB, develops the evaluation process from the perspective of students and teachers. As specific objectives, it is intended to: Understand the conceptions of students and teachers about learning assessment; identify how assessments are made at Escola do Carmo; to analyze the relationships between teaching planning, learning and the evaluation process. The methodology of this work is characterized as: field research, with a qualitative approach. The participating public consisted of 10 students and 03 tutors from the aforementioned school. For data collection, the procedure defined by Minayo (1995) as a semi-structured interview was chosen, whose questions were organized in a semi-structured script, and answered openly, providing greater freedom of expression to the interviewees. Therefore, the analysis of the results took place in a critical-dialectical perspective, based on different concepts of evaluation and education, presented by authors such as Luckesi (2011), Hoffman (2006), Freire (1996), Demo (2005), among others. . The research results showed unconventional evaluation processes, such as: the definition of learning scripts, the promotion of evaluation circles, the adoption of project pedagogy practices, student self- evaluation, and the integration of the family in the evaluation. In this context, tutors, mentees and family are equally responsible for analyzing, managing, reflecting, criticizing and proposing study topics and teaching approaches, to meet the goals built daily, collectively. In this perspective, the assessment produces autonomy in students and reflections in teachers about their theoretical and methodological choices, in addition to family participation. In view of this, it is concluded that the act of evaluating and self-evaluating requires autonomy and recognition of individual strengths and difficulties in the evaluation processes. For this reason, traditional models disfavor the construction and democratization of meaningful learning, as they only serve to provide mere static and statistical information, focusing on the students' past. The mediating assessments, as observed in the speech of students and tutors, consider all other dimensions necessary for human development, in addition to content. That is, evaluating in a dialogical, continuous and procedural way facilitates the pedagogical work of planning classes, which becomes more consistent with the real training needs of students and promotes social, personal and collective transformations for the entire school community.