A avaliação na educação integral das escolas municipais de Erechim/RS

Abstract

The present study aims to investigate the evaluative practice in schools for Comprehensive Education in the municipality of Erechim, RS in the effort to understand how the evaluation is being made. The research is justified by the fact to understand the importance of a continuous, diagnostic, formative and meaningful evaluation in the students learning process in the Comprehensive Education, in a way that it can follow the teaching and learning processes between the regular education and the activities in the inverse shift, providing quality of teaching. From these aspects, the proposed study is to analyze the Political-Pedagogical Projects (PPP) of the Comprehensive Education schools of Erechim, RS, concerning the evaluation of the students, looking to draw a parallel between the information of the contents of the PPP of the schools with the documentation provided by the Ministry of Education (MEC) about the More Education Program of Comprehensive Education. The results of the research showed that the majority of schools have not constructed a specific PPP for the Comprehensive Education, using the same regular shift. In this sense, schools interact with each other, they present evaluation of the learning and teaching processes, considering the student as a whole. However, some Comprehensive Education schools make reference of the More Education Program, establishing the activities of the Program as complementary to the learning and teaching process, with the belief that there cannot be a separate evaluation of the curricular activities. Therefore, we can consider that the experience of Comprehensive Education through the More Education Program is recent in the municipality, but the evaluation made in schools are directed to the achievement of educational practices concerned with the development of the students.