O processo avaliativo do estudante itinerante no ensino de ciências em escolas da rede pública de Cerro Largo

Abstract

Historically, science teaching allows society to understand many phenomena of nature, as well as contributing to the formation of critical citizens capable of interpreting and understanding the world in which they live. It also contributes as a facilitator of a better world reading of itinerant students, among them, those belonging to circus groups and amusement parks. Thus, in order to better understand this process, we will investigate: How are evaluated and what evaluation methodologies are used by science teachers in relation to itinerant students? And, what is the impact of this evaluation on the learning of these students? Aiming in general the understanding and analysis of the evaluation process of the students who live and work in amusement parks and circuses developed in the public educational institutions of the municipality of Cerro Largo, RS. And, more specifically, to understand the public policies of itinerant education, based on the access and permanence of itinerant students in Basic Education assured by the Brazilian Legislation; identify and analyze the strategies used by teachers in the evaluation process of these students; to identify the impact of evaluative processes on the learning of itinerant students, based on interviews conducted with teachers of the Public Schools of the municipality of Cerro Largo; to verify the possibilities and difficulties encountered by the teachers in the evaluation process of these students. As a theoretical and methodological referral, a qualitative research was carried out, based on the methodological process of the discursive textual analysis, having as corpus of analysis an interview with professors of Sciences of the Public Schools of Cerro Largo who received / receive itinerant students. The methodological dynamics followed according to the Discursive Textual Analysis, composed of three stages: Unitarization, Categorization and Communication. As a result, we identified three emerging categories, namely: 1) The relationship between the teacher and the student in the teaching and learning process; 2) School learning in the presence of itinerant students; 3) The Evaluation Process of Itinerant Students. We consider that the evaluation methodologies need to be rethought by the teachers in the search to promote the inclusion of the itinerant student in the school context.