A avaliação na EJA: desafios do resgate do direito à educação e do direito à aprendizagem.

Abstract

This work is part of the line of research Education of the Field, State and Society of the Degree in Rural Education, and is linked to the Center for Research and Extension in Rural Education, Teacher Training and Pedagogical Practices, of the Development Center Semiarid Sustainable Development, Federal University of Campina Grande. Education is a right for all people, regardless of social class, gender, ethnicity, religious creed etc. Being a duty of the state to provide adequate conditions for the subjects to enjoy the best of our education, as guaranteeing access for young people and adults to education, is first of all to respect these subjects, enabling the construction of educational training as a dimension of this right and as social justice. This work aims to understand the role of evaluation in the construction of learning and in overcoming the obstacles experienced by students of Youth and Adult Education. The specific objectives, outlined were: to map the subjects and objects of the evaluation; identify the types of assessments applied; and, characterize the purposes of the evaluation carried out in an EJA class. In this research we seek to understand how the evaluation process applies to students of Youth and Adult Education in view of the difficulties experienced by them, who after a few years returned to study again. The research field was an elementary school located in the municipality of Sumé, and the subjects of the research were the teachers and students of Youth and Adult Education in the early years of elementary school. . The methodological approach of the research was a qualitative one that seeks to generate knowledge for practical application, aimed at solving specific problems, and we used the analysis of participant observation and questionnaires as a research instrument. After the conclusion of the research, the results show that the learning evaluation process constitutes a more traditional evaluation model according to the statements of teachers and students from the applied questionnaires. This evaluation model is characterized as a selector and classifier, not contributing much to the learning process. Thus, it is clear that it is necessary to rethink the evaluation model, as this way we cannot identify qualitative learning using only the type of summative evaluation, but, if we apply diagnostic, formative and summative evaluation, we can improve the teaching and learning process not only to EJA students, but to all students. Therefore, research shows that there is a need to improve the way students are still evaluated.