Avaliação da aprendizagem escolar: concepções de professores que atuam na educação de jovens e adultos no contexto da pandemia

Abstract

The following research had as goal to understand and analyze the conceptions of evaluation engaged by teachers working in the Education of Young People and Adults, in the city of Riachão do Jacuípe, Bahia, having in mind the elaboration of formative actions of evaluation in the Education of Young People and Adults. For this end, the adopted methodology was the qualitative aproach, having as method the etnographic inspiration case study. The gathering instruments took three dimensions, “the looking", throught the observation; “the listening", through semi-structured interviews; and “the writing”, through field diary and systemization of the results. The research locus was a municipal public school from the city of Riachão do Jacuípe. The research participants were four educators acting in the EYPA, in the formative time II, correspondent to the late years of the Elementary School from the municipal education network. The information analysis was set by the etnographic perspective, under which we worked with some analysis areas that emerged from the investigation process. The results showed that the conceptions of evaluation engaged by the teachers take place between positivist, banking, diagnostic and dialogic conceptions, showing in some points a distance between the conceptions showed in the reports and the evaluative actions developed in the school space and, in other points, a proximity between the speech and the practice. It was also seen the respect and commitment relationship from the educators toward the learning processes of the studants, whom hightlight the desire of perfoming evaluation practices that will contribute to the emancipation process and to the students‟ autonomy, even thought they are still directly connected to impeding conceptions of this process. The teachers suggested the perfomance of formative dialogs of evaluation, approaching disussions based on the critic and reflexive perspective in regard to the experienced reality, hightlighting the questions that can significantly contribute with the evaluative practices, contemplating the fight and work history experienced by the EYPA's subjects.