Avaliação em artes: saberes e práticas educativas de professores no ensino fundamental

Abstract

This research is related to school evaluation in Art. The objectives are to better understand knowledge about the evaluation process of teachers of Art working in the Elementary Level, and identify concepts and evaluation practices in the everyday lives of teachers of Art that are taking post-graduation courses and work both in City and State schools in Uberlândia-MG. Due to a number of historical and conceptual issues, evaluation in the teaching of Art is a polemic subject that generates many discussions mainly in what regards grade giving in that subject. The qualitative research had the following questions: How is it to evaluate in Art? What is it to evaluate? Why do we have/don t have to grade? What is it to be evaluated, the process or the product? Aren t those who say teaching Art will only be recognized when understood as the other subjects, right? In order to answer to those questions and widen our understanding about the subject we studied the works of PERRENOUD (1999), HERNANDEZ (2000), HARGREAVES; EARL; RYAN, (2001), HADJI (2001), PARO (2001), ESTEBAN (2003), FREITAS (1995 e 2007), VASCONCELLOS (2003), ALVES (2004), BARBOSA (2005), FERNANDES (2009) and ARSLAN; IAVELBERG (2009). Our presupposition had been that evaluation is inserted in the teaching-learning process in order to offer some help to the teacher on the ways educational practice needs to be constructed by the subjects of the educative action, where all of them will be able to know the hows and whys they are being evaluated, so that they can be self-evaluated during the whole process. Among the teachers that were subjects in the research forty-five answered to two questionnaires, six were interviewed and one had her practice observed in two different schools being one a State school and the other a City school. All of them demonstrated to understand the role of evaluation in the teaching of Visual Arts, and presented different ways to evaluate their students, such as: practice works, image reading, portfolios, reports, expositions, and tests. The research demonstrated that the teachers evaluation practices are formative. Regarding grading the teachers consider that this practice is a lie in the current teaching of Art in schools. This way, grading is differently thought. Some of them approve it while others disapprove it. Thus, this research contributes for the understanding of knowledge and evaluation practices that teachers of Visual Arts construct and use in the everyday life of the classroom.