Percepções sobre avaliação: processos em uma escola da rede estadual

Abstract

This Final Paper is a case study with elements of a narrative from a learning experience, which presents the analysis of the perceptions about the evaluation processes carried out during the supervised internships within the Pedagogical Residency Program. I present the reality of a rural school in the São Paulo state education system, the difficulties experienced and the concerns generated by this experience regarding evaluation a concern that led to the writing of this work. The observations during the internships pointed out a gap in the students' learning process, mainly based on the results of the external evaluations - being defined two actions to seek an improvement in the process: diagnose and recover. Given this scenario, I attempted to understand two points: a) how the continuous progression works in the state education system, and b) how the diagnosis of student learning is made, because it is through this diagnosis that the school guides its recovery actions. The study aims to identify whether the evaluation present in the institution performs the function of diagnosing, reflecting on the modalities of evaluation found and its relationship with the evaluative processes within the school. The research had a qualitative and quantitative character, and for the information gathering, I used the field diary, questionnaires with other trainees from the same institution, documentary and bibliographic research, and personal files. Through the information gathered, I analyzed the evaluation processes present in the school and I could identify that, despite the intention to diagnose, the evaluation present referred to the Pedagogy of Examination, that is, the actions were based on a training for external evaluations, leaving the function of diagnosing in the background because of a classification evaluation. The perception was of an evaluation process that was not welcoming, although the teachers had good intentionality, but faced several obstacles that did not allow the development of a diagnostic evaluation and consequently the desired recovery.