A avaliação da aprendizagem nas escolas inseridas em territórios rurais de Uberlândia: práticas ou práxis avaliativas?

Abstract

The research addresses the conceptions and practices of learning assessment developed in elementary schools II in schools inserted in rural territories of the municipality of Uberlândia, Minas Gerais. The research was developed in six rural schools of the municipal education network and had the participation of eighteen people, specifically six directors, one vicedirector, five pedagogical coordinators and six teachers. It is a qualitative research that sought to understand the investigated reality, identifying the existing contradictions, as well as the relationships between the micro and macro-social aspects that mark the production of knowledge about the evaluation, seeking to identify the presence or absence of the movement of evaluative praxis within the schools. Thus, the following procedures were used for data collection: documentary analysis of the pedagogical projects of the institutions and semistructured virtual interviews. Data treatment was performed through content analysis, a method that allowed us to reconstruct the meaning of the collected narratives, interpreting the research corpus and constructing the meaning from two analytical categories: conceptions and evaluation practices. The research findings indicate the presence of a hybrid evaluation practice, composed of traditional actions, such as the application of tests and distribution of grades, revealing an authoritarian and exclusionary character, intertwined with unique, creative practices, authored by teachers who believe that evaluating is building possibilities for the student to learn. Although it is possible to perceive some principles that approach formative evaluation in the speeches of several professionals, the concept of classificatory evaluation stands out in the evaluation culture of the schools investigated, failing to outline evaluation practices that are consistent with the needs and desires inherent to the students who attend schools inserted in the field, as they are still strongly influenced by the culture of traditional evaluation experienced in urban schools. From this study we defend the thesis that the evaluation of learning, developed in its sense of praxis, can constitute a creative possibility of experiencing teaching and discourse, of collectively building an evaluation culture that welcomes, includes and enables learning, committing to the transformation of rural schools into rural schools.