A avaliação escolar no processo educacional de crianças com deficiências na perspectiva de docentes do Ensino Fundamental

Abstract

This survey is the result of a master's degree’s research whose focus was to understand how assessment takes place in the school context for children with disabilities from the perspective of elementary school teachers. We understand that the school we know remains in an excluding and massifying, meritocratic and competitive logic. It is a challenge the complexity and multiplicity of actions and situations in the school context, the ways of organizing school times and spaces and the relations of conceptions between school evaluation and inclusion. Considering this, through this research we attempt to understand the participants' conceptions regarding to the school evaluation of children with disabilities and perceive evaluative pedagogical practices that are close to the principles of formative evaluation. We considered authors such as Hadji (2001), Freitas (2003), Fernandes (2005,2006,2009), Luckesi (2011) and Villas Boas (2011, 2012, 2013, 2017) related to evaluation, documents and another authors dealing with the subject related to Special Education, such as LDB / 9394/96, Law No. 13,146 of July 6, 2015, National Policy on Special Education in an inclusive perspective, Ordinance No. 948/2007 (2008), National Guidelines for the Special Education in Basic Education (2001), Carvalho (2010), Rodrigues (2006), Pacheco (2007), Glat (2009), Mantoan (2006) and others. This research has a qualitative, descriptive and exploratory aspect, directed to content analysis as a methodology, according to Bardin (2016), and the focus group to guide the data collection procedures, based on Gatti (2005) and Gondin (2003). In addition, we carried out the application of specific questionnaires that helped us in the discussions and reflections on the objectives listed in the proposal. We chose teachers from municipal schools in Uberlândia, MG to participate in the focus group. In this way, we aim to perceive, analyze, and seek, during studies, evaluative practices that are in line with the principles of formative assessment regarding to the schooling process of children with disabilities. The analysis of the conceptions of the practices of the teachers about the processes of inclusive education and the context in which school evaluation occurs for children with disabilities in public education allowed us to perceive the challenges in evaluating this public and guaranteeing an effective teaching-learning-evaluation process. Among the results of the research, we noticed that, although the teachers presented different conceptions of evaluation, the evaluative practices remain submissive to a bureaucratic system. Tests still are a prevalent practice and, unfortunately, almost nothing is done about its results at school. We strove to exchange experiences among the participants to verify how they organize the pedagogical work and the evaluation, in order to change the assessment perspectives for children with disabilities, and we noticed some essays that are close to the work proposal in the dimension of formative assessment. It was found in the teachers' experiences the concern with proper planning such as to diversify the evaluation proposals, adapting them to the singularities of children with disabilities. We realized that teachers recognize the need for changing attitudes, showing sensitivity when developing pedagogical work, thus approaching the principles of formative assessment.