Práticas avaliativas nos anos iniciais do ensino fundamental: experiências docentes

Abstract

The present study discusses educational assessment as a pedagogical instrument that needs to be planned in terms of objectives, methods and instruments, in order to monitor an individual's teaching and learning process, which is constituted from a comprehensive education. The results exposed by the evaluation serve to describe the knowledge that the student already has and aspects that need to be deepened, forming subsidies for teaching planning. Thus, it is linked to educational practices, as it develops in everyday school life, and must be based on a democratic and dialogical education, that is, an emancipatory assessment. Therefore, the present work aims to analyze the teachers' conception of assessment and its application in everyday school life based on the SIM Teaching System, and the assessment instruments used in the Initial Years of Elementary Education at two municipal public schools in Erechim/RS. It is important to highlight that the research also has the specific objective of describing a theoretical contribution, referring to the emancipatory conceptions of curriculum and assessment and research regarding the booklet system; identify teachers’ conception of assessment and the emancipatory perspective of assessment; analyze the evaluation instruments of the SIM Education System and the emancipatory perspectives based on data collected from teachers. The methodology used for this work was based on bibliographical research, in which we explored articles, TCCs, theses and dissertations. In addition, documentary research was applied, with a study being carried out on the assessment instruments that the handout material indicates, specifically the Teacher's Manual. To conclude, we conducted interviews with three teachers who work in the Initial Years of Elementary School, in different municipal public schools in Erechim/RS. Given this, we were able to observe, through data analysis, that teachers understand assessment as a continuous process that must be developed in everyday school life at different times, methods and instruments. They use the logbook, spreadsheet and planning notebook to carry out this monitoring and, dictation, discursive test, written work, oral work, models and theatrical presentations as instruments. The Teacher's Manual presents the same conception of assessment, highlighting that its objective is to analyze the development of cognitive and social skills, to this end, it suggests four types of assessment: diagnostic, formative, summative and self-assessment, which can be developed through testing objective, discursive test, group work, debate, report and observation. Another point that is possible to observe based on the analysis is that the implementation of the booklet had an impact on the contents worked on by standardizing them, in the short space of time available to deepen the contents or develop practical proposals, by not considering the specificities of the students and, by application of simulations. Therefore, it is concluded that there were advances in the teaching conception regarding assessment, due to their initial and continued training, which resulted, at times, in the development of pedagogical practices different from those covered by the material. However, because the use of the booklet is not a neutral practice, it hinders the development of emancipation, democratic decision-making, transformation and educational criticism.