A avaliação da aprendizagem na educação básica: reflexões e proposições a partir da implementação da BNCC

Abstract

The democratization of education is presented as a concern and a necessity to be addressed by the Brazilian educational system. However, obstacles arise in the daily school routine, making it impossible and/or minimizing the conditions and possibilities for this right to be ensured for all children and adolescents. The universalization of education, school retention, and the quality of teaching contribute to the improvement of education. In light of this, this dissertation is presented, developed within the Stricto Sensu Graduate Program, Professional Master's in Education at UFFS – Erechim Campus, in the Research Line: Pedagogical Processes, Policies, and Educational Processes. The general objective is to understand how urban state schools in the municipality of Concórdia - SC, when reworking their political- pedagogical projects, present the proposal for the assessment of learning. In this direction, the research theme constitutes a detailed examination of the assessment of learning, aiming to contribute to pedagogical praxis committed to the integral development of the individual, based on the implementation of the BNCC. Furthermore, by articulating the theoretical and methodological assumptions that guide evaluative practices, the research problem is posed: How do urban state schools in Concórdia – SC, when reworking their political-pedagogical projects due to the implementation of the BNCC, present their proposal for the assessment of learning? The inference in the research territory indicates that the reformulation of the examined PPPs (Political-Pedagogical Projects) places greater emphasis on methodological assumptions, giving only a subtle focus to the principles and concepts of assessment. The theoretical constructs supporting the study are based on the work: 'Assessment of School Learning: Studies and Propositions' (Luckesi, 2011), with support from: Gatti (2009), Hoffmann (1991, 1994, 2011), Sacristán (2000), Arroyo (2011), and Sartori (2013; 2017). The examination of the theme in the academic field results in the state of knowledge on the BDTD digital platform. The research is qualitative in nature, with a descriptive-interpretive focus, based on bibliographic, documentary, and field research. The sources of data collection are the PPPs from the years 2017 and 2022 of the state schools in the city of Concórdia – SC, and a semi-structured interview conducted with the principals of these schools. The analysis and interpretation of the data are supported by Bardin (1977) and Minayo; Souza (1994). The data analysis revealed that the PPPs of the investigated schools had their assessment sections reworked after the implementation of the BNCC, prioritizing a methodological and procedural approach, with an emphasis on the diagnostic and formative aspects of assessment, as outlined in the Santa Catarina Curriculum Proposal (PCSC, 2014) and the provisions of current legislation. It is noteworthy that the BNCC, a normative curricular document guiding educational processes, does not mention assessment in its text. In light of these findings, with the intention of contributing to the discussions on the principles and theoretical assumptions that guide the assessment of learning, a pedagogical booklet is provided in the appendix of this dissertation. This booklet compiles theoretical and methodological indicators on assessment, serving as a potential educational resource to be considered in the full development of the student and the democratization of education