As concepções de avaliação da aprendizagem no ensino médio do estado do Rio Grande do Sul e de Santa Catarina (2010-2014)

Abstract

This thesis addresses “The concepts of assessment of learning in High School in the State of Rio Grande do Sul and Santa Catarina (2010-2014)”. Starting from the question of what the concepts of assessment of learning in High School present in the documents of the state of Rio Grande do Sul and Santa Catarina are, it was defined as a main objective to examine the conceptual and referential frameworks of assessment of learning in both states. This analysis is necessary because it brings to the discussion the concern about the assessment of learning in high school, since it is correlated with a political agenda aimed at ensuring the right to education and the quality of students’ learning. The materials selected for the development of the research were (i) the Pedagogical Proposal and the Standard School Rules for the Polytechnic School and Professional Education Integrated with High School in the state of Rio Grande do Sul and (ii) Santa Catarina’s Curricular Proposal. The selection of documents allowed a diagnostic study in order to make understandable the relationship between the proposals of each state and the analysis itself of the concepts of assessment of learning present in the debate agenda of the subject in question. The study of the selected materials was based on document analysis. Concurrently with the analysis, a literature review was conducted to identify the contextual elements that directly or indirectly motivated the formulation of the proposals under consideration. To support the theoretical arguments, we found three categories, which were the basis for the analysis of the concepts of assessment of learning, namely: technical-instrumental assessment, dialogic assessment and control assessment. By examining these concepts in the official documents of the state of Santa Catarina and Rio Grande do Sul, the study showed that the presence of dialogical concepts of assessment of learning is recommended in documents, the technical-instrumental aspect of the assessment process is removed, but the control assessment aspect is not disregarded. In this perspective, the research is part of the debate which seeks to make the assessment of learning in high school the center of Brazilian educational policies, highlighting, in our view, the need to perform it under a new look, that is, recognizing, in the assessment of learning in high school, fruitful discussions to improve Brazilian public schools’ conditions of quality.