Avaliação da aprendizagem: práticas docentes à luz da inclusão.

Abstract

Talking about education is keeping in mind that it is a dynamic, continuous and transforming process. Currently, the educational perspective emphasizes comprehensive training, which includes subjects in all their dimensions and needs, overcoming the paradigm of cognitivism. In this sense, the school, as a formal and intentional space for human development, must be open and plural to meet the different realities and contexts of its students. In this new perspective, the evaluation gains a different conception, so that it enables the school its inclusive function. In this way, the assessment needs to be carried out in a dialogic and non-classifying manner, so that its contribution to the teaching-learning process is significant. Therefore, understanding that an inclusive school is the one that has inclusive practices, this present work investigates the practice of teachers in the evaluation process in Elementary School, Early Years, considering inclusive education. It was an exploratory, descriptive study with a qualitative approach carried out in a municipal school in the city of Cajazeiras. The data collection instrument was a semi-structured interview addressing questions guided by the proposed objectives. For data analysis, the content analysis technique proposed by Bardin (2020) was used. For the theoretical basis of this research, a bibliographic study was carried out in the light of theorists such as Lima (2002), Abenhaim (2006), Beyer (2013), Henriques (2017), Mantoan (2015), Vitta and Monteiro (2010), Hoffmann (2014) and Luckesi (2014), Vasconcellos (2014) and other authors who contributed to the writing of this work. Through data analysis, it was found that teachers have an adequate theoretical understanding of assessment from an inclusive perspective, however, in the face of a systemic organization, they are unable to carry it out the way they would like. Another issue identified is that teachers need more specific training to deal with the different demands regarding inclusion and assessment from an inclusive perspective. It is important to point out that teachers had contact with the discipline of ‘Special-needs Education’ during their graduation, however, reporting that it was a construction focused on theory, leaving gaps on how to work with these realities in practice.