A educação nas escolas do campo no município de Várzea, Paraíba: um olhar sobre a avaliação educacional.

Abstract

This work reflects on Education, developed from the Multiseries and Multistage in peasant schools located territorially in the municipality of Várzea, in the mesoregion of Sertão Paraibano, with emphasis on the contributions of Educational Assessment for the strengthening and/or denial of the subject's identity from Camp. There was reflection on the construction of teaching evaluation practices and management strategies for structuring the evaluation of learning in the peasant school context. For that, it was established as a general objective: To find out which evaluative practices, materialized in the pedagogical routine in experiences of Multiseries and Multistage, in schools in the countryside of Várzea-PB and if these were created for the strengthening of the identity and the permanence of the subject of the field. In this research, we will seek to answer the following problematizing question: From which perspective(s) is Educational Assessment developed in the context of Education in a Multigrade and Multistage situation, in rural schools in the municipality of Várzea-PB? The time frame of this monographic study is delimited between the academic periods, in Extraordinary Academic Regime (RAE) of 2021.e and 2022 at the Teacher Training Center, Federal University of Campina Grande-CFP/ UFCG. The research subjects are four teachers and two managers responsible for the development of teaching and learning processes in four rural schools in Várzea-PB. Methodologically, a path was organized that suited the reality studied, thus, a schedule based on literature review, documental survey, field research and individual semistructured interviews was elaborated. This methodological path was tolerated, in view of compliance with rules and procedures due to the pandemic context caused by the manipulation of the COVID-19 virus. The analysis and interpretation of the data was structured theoretically from Content Analysis, which proposed a rigorous method in the formulation of steps that subsidize the researcher in understanding the phenomena present in the researched contexts. The results obtained denote that the evaluative practices evolved within the institutions present disagreements and contradictions that prevent the reaffirmation and resignification of the processes of identity construction of the rural subjects in their entirety, at the same time that they provoke the uprooting of the peasant.