Avaliação em educação especial : uma proposta de construção coletiva

Abstract

This study aims to cooperate with the construction of a proposal of special education evaluation for the Educational Department of Guarapari. This objective was constructed along with the studies made by the National Observatory of Special Education, in the state of Espírito Santo, where we noticed, among the administration of special education, that schools already had work on it, although it was necessary to systematize the practice of teachers of special education when in relation to the evaluation process in its different perspectives. Therefore it was made a study of scientific literature in which is possible to identify that the municipality of Guarapari was not the only city without a plan to the evaluation of the student conducted to the special education. In this way, collective spaces were necessary to the debate of this thematic. As theoretical base of this study, we are supported by the historical-cultural approach, especially on Vigotski studies such as human development, learning, zone of proximal development and defectologia. We have accomplished a collaborative research supported by another researcher which participates of the Childhood, Culture, Inclusion and Subjectivity Research Group, and also with teachers of special education, pedagogical and directors of that city in order to collaboratively promote a proposal of evaluation on special education. The analysis consists in identifying the experiences of the teachers along their narratives and carrying them to the theoretic base for the construction of the proposal. We noticed that think of evaluation on special education produced a knowledge about the thematic and revealed the necessity of a closer relation of the educational department with evaluation processes, mainly with the identification of the students who needs specialized services. The learning evaluation was observed on the teaching processes, but the teachers did not have studies to support this evaluation. In relation to the evaluation for support and planning, there was a concern about teacher's support, deviating the focus of how this planning could have repercussions on learning. Our perspective is that this proposal constitutes more than a simple document, moving changings on school and contributing to the inclusion of the students of the special education.