Avaliação da aprendizagem no ensino de ciências: um olhar para documentos curriculares

Abstract

The present research addresses the Avaliação da Aprendizagem nos Currículos do Ensino de Ciências (EC). For this research we observed in the dissertations and thesis published in the Biblioteca Digital de Teses e Dissertações (BDTD) how the curriculum studies have appropriated the theme assessment of learning, respective to the recurrent references for the theme in question. It is noteworthy that this research came from the analysis of research found in BDTD, the proceedings of the event of the National Association of Associação Nacional de Pós-Graduação e Pesquisa em Educação (Anped), 2019, the Base Nacional Comum Curricular (BNCC), 2018 and the Projetos Políticos Pedagógicos (PPP), 2015 to 2021, totaling 27 public schools of the 17th Coordenadoria Regional de Educação (CRE), characterizing a qualitative research (LÜDKE; ANDRÉ, 2011). And for data analysis, the two perspectives of Uhmann (2015) were used, namely: perspective of the classificatory evaluation of reproduction (based on the pedagogical relationship of authoritarianism with alienation) and perspective of the emerging evaluation of recreation (based on the pedagogical relationship of authority with negotiation and emancipation). Finally, the results were supported in the two evaluative perspectives of Uhmann (2015), being possible to observe that the perspective of classificatory assessment prevails in BDTD research, in Anped's works and in the BNCC, while in the PPP, the emerging assessment of recreation. What allowed us to recognize the indispensable study to provide subsidies for the curricular organization, in this favoring the pedagogical action. Thus, we understand that it is appropriate for the teacher to use the evaluative perspective emerging from the recreation to assist in the involvement of the student, in problem solving, placing him as the protagonist of the teaching and learning process. Therefore, this research calls attention to the importance of dialog and investment in research that reaches teachers about the curriculum and learning evaluation to be included in their teaching practices. The elaboration of curricular documents such as the PPP in the CE in a social, cultural and identitary way, and, above all, in the re-signification of the different evaluative strategies of learning, to be a primordial factor in the process of learning evaluation in the CE.