CONCEPÇÃO DE AVALIAÇÃO INTEGRADA NA TRANSIÇÃO DOS ANOS INICIAIS PARA OS ANOS FINAIS DO ENSINO FUNDAMENTAL

Abstract

This research seeks to discuss conceptions and evaluation practices carried out by teachers with students of sixth grade classes of elementary school in the public school system in the municipality of Serra and reflect on perspectives for this evaluation, enabling its necessary resignification and transformation. Aiming to achieve the proposed objectives, as a methodological assumption the research will focus on a qualitative approach with a participatory research modality. The teacher's educational practice will be analyzed, using observation, field diary, dialogue and questionnaire as instruments for data collection. This research developed as a product, a training course with the school's teachers. It is notorious that the practice of learning evaluation has been marked by conceptions that make it constitute itself as a selective, excluding and classifying mechanism. We understand these concepts and practices as obstacles to quality education and propound a reflection about the concept of integrated evaluation and the articulation of the basic dimensions of educational evaluation. It is necessary to overcome these exclusionary practices that hinder access to knowledge. Thus, the discussion about these issues will be contextualized and will be based on the following theoretical framework: the approaches of Freire (1989, 1996, 2014), Luckesi (2003), Fernandes (2009), Esteban (2001), Freitas et.al ( 2014), Saul (1995) for whom educational evaluation needs to be constructed, shared as a process of research about teaching-learning and an instrument for the permanent growth of all those involved. An evaluation capable of adding elements of criticism and transformation to educational practice and learning.