O Processo de avaliação da aprendizagem em classes multisseriadas

Abstract

This monograph presents the results of a research that investigated the school assessment process of a multi-grade class in a school located in the rural area of a city in the interior of Bahia. The aim was to analyze and highlight the importance of school assessment as an essential pedagogical situation for the achievement of learning. Thus, this is a qualitative research, whose starting question was: how does the assessment process take place in a school, whose only classroom (in the multi-grade format) covers G4 (group of students aged 4 in Early Childhood Education) to the 5th grade of Elementary School? Given the diversity of the audience in this classroom, we are interested in knowing the teacher's assessment practice in such a diverse environment. In view of this, the research was carried out in two stages: the first consisted of a bibliographic survey on the subject and the second involved the collection and analysis of data in the field, using a qualitative approach through observations of the moments of the assessment practices carried out by the teacher and a semi-structured interview with her. The results showed us that assessment practices are based on standardization that is decontextualized from the reality of the classroom, although the teacher strives to adopt a more continuous approach. Among other points, the overload faced by the teacher stands out, as she deals with a comprehensive multi-grade class without the necessary support, which ends up hindering the ability to effectively meet the individual needs of the students. It is hoped that this research will help teachers to reflect on their practices from an emancipatory and collaborative assessment perspective for the teaching and learning processes, as well as on how to assess the performance of students at different levels of development in such a specific form of organization, such as a multi-grade class.