Práxis em avaliação formativa e trabalho coletivo na construção do conhecimento: as vivências de um grupo de pesquisa

Abstract

The present text is the result of a doctoral investigation within the "Knowledge and Educational Practices" research line of the Graduate Program at the Federal University of Uberlândia. As a qualitative research, the thesis focuses on a study and research group in educational assessment, known as GEPAE, analyzing it as a space for continuous praxis-based formation and knowledge production mediated by the concept of assessment. The research aims to identify what and how this group has been constructing knowledge and praxis in formative assessment, as well as to explore its enabling potential for its members in developing their own knowledge and assessment practices. This is a case study, and data construction employed questionnaires, focus groups, document analysis, and bibliographic research, combined with content analysis. The study engages primarily with authors such as Black and Wiliam (1998), Black et al (2018), Fernandes (2005, 2006, 2008, 2009, 2011a, 2011b, 2020), Freire (1986, 1992, 1996, 1997, 1983, 1989, 2000, 2005, 2007), Freitas (2003, 2023, 2024), Freitas et al (2009), Santos (2010, 2019), Sordi & Santos (2021), Vasconcellos (2008), Villas Boas (2008, 2019), among others. Given the broad scope of assessment studies, this research narrows its focus to learning assessment, specifically as it occurs in the classroom, chosen as the primary level of analysis. More specifically, it examines the perspective of formative assessment as a mediator of assessment praxis, committed to improving all students' learning, as well as enhancing teaching, schools, and, progressively, society itself. This represents our utopia. As a result, the study confirms that GEPAE operates with a praxis grounded in collective work, dialogue, and collaboration, striving to realize an assessment approach based on principles of collectivity, interaction, active participation, continuity, and shared responsibility—principles essential to the construction of transformative formative assessment praxis. Additionally, affectivity, hope, and resistance are dimensions intertwined with these practices. However, there are constraints that limit this endeavor: since schools and their social functions are influenced by neoliberal ideology, working conditions are strained by a lack of space and time for reflection, dialogue, and revisiting teaching-assessment-learning processes. External regulations, such as rigid system norms and bureaucracies, grade standardization, and external assessments, further constrain the work. Addressing these challenges and transforming exclusionary assessment practices into more humanized and inclusive praxis requires a clear understanding of the intentions behind assessment, the principles of collective and dialogic work among participants in the educational process, and the necessary ongoing professional development to support these foundational elements.