Avaliação formativa coparticipativa: diálogos e construções com crianças, familiares e docente da alfabetização

Abstract

This thesis, linked to the Postgraduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), is inserted in the field of formative evaluation. This is a collaborative qualitative research study, developed between 2021 and 2025, which aimed to investigate possibilities for promoting the participation of the children, their families and their teachers in the in the assessment practices developed in a first-grade class of Elementary School, literacy, in a federal public basic education school in the state of Minas Gerais, Brasil. Anchored in the theoretical frameworks of Fernandes (2005, 2006a, 2006b, 2009), Villas Boas (2007, 2009, 2010, 2011, 2022a, 2022b, 2022c), Hoffmann (2018a, 2018b), Freire (1979, 1983, 2021), hooks (2017, 2020 e 2021), the investigation intended to understand how to ensure the participation of all the individuals involved in assessment practices in a school guided by the perspective of formative assessment; identify how the evaluation conceptions of formative assessment and expressed in institutional documents and in the school's pedagogical practices are put into practice in everyday life; analyze the development of assessment in the participating class; investigate how the observed assessment practices are articulated with the triad of learning-assessment-teaching; and to contribute collectively to the co-construction of mediating actions aimed at improving learning. The methodological procedures involved document analysis; focus groups; collection of oral testimonies; open and/or semi-structured interviews and informal interviews; field notes and a logbook; filming of classes; participation in planning, study, administrative and/or family meetings and/or with the families; reflective session with teacher; participant observation of daily school life; planning, evaluating and developing mediating actions and proposals for evaluative work. Data analysis, conducted continuously and inductively, was based on data triangulation and the construction of meaning from interpretations. The reflections were organized into eight sections, which address, among other aspects: the impacts of the Covid 19 pandemic on education; the principles and propositions of formative assessment and its intersection with literacy; the contributions of collaborative research; the characteristics of the educational context, the pedagogical and evaluative practices observed and developed by the teacher, such as The life book and the Wall newspaper, as well the mediating actions co-constructed in a collaborative way. Among the results, we highlight the understanding that formative assessment is built collectively, with all the people involved; expanding opportunities to reflect on pedagogical and assessment processes with children, fostering development, learning, and autonomy in relation to their own learning paths; learning and autonomy in relation to one's own paths; strengthening family participation in daily school life and assessment processes, promoting a sense of belonging and shared responsibility and the production of collective knowledge about the creation of formative assessment environments, supported by resources such as rubrics, mappings, reflective records, formative feedback, and mediating actions besides reorganizing school schedules and assessment practices to improve learning. Analyses reveal that co-participatory evaluation initiates a transformative movement in evaluative conceptions and practices, raising questions, re-significations, and shifts in the ways of teaching, learning, and evaluating. Thus, this study contributes to strengthening participatory practices in the field of formative assessment, reaffirming the importance of active listening, dialogue, collaboration, and co-responsibility as ethical and political principles of democratic and emancipatory education.