Sistemática de avaliação do programa projovem urbano em uma escola estadual.

Abstract

In this paper, the Lato sensu Course Completion Work School Planning and Management at the Federal University of Campina Grande do Campus of Cajazeiras-PB, presents the result of an Experiential Project whose title was; "Evaluation System of the Projovem Urbano Program in a State School" developed approximately in an 80h period, with teachers who lead in the Projovem Urbano Program - (PJU), and took place in a School of the State Network of Teaching, located in the city of Cajazeiras-PB. In this Project, teachers who work in the Program, under the coordination of the student of the Specialization Course and also professor of the Program, designed and implemented an evaluation system that, in turn, was adopted in their teaching practice, through the evaluation instruments that they already use in classroom with students. It was understood in this way that, because the Program presents gaps in its evaluation execution process, there is still a need to implement and to elaborate an Evaluation System as a way of resizing, reorienting the assessment instruments adopted by the Program's teachers. From the above, the following research question was elaborated: How and for what purposes systematization of the evaluation of the Projovem Urbano Program takes place in a School State, in view of the educational purposes for which it is implemented? AND still had as general objective: to analyze the possibilities of optimization of a evaluation system of the Projovem Urbano Program in a State School, in view of the educational purposes for which it is implemented. He stood out still, on the theoretical basis - in the light of the authors, such as: Esteban (1999); Hoffmann (1993); Luckesi (2005; 2004); Menezes (2014) among others -, the concepts, fundamentals and different assessment approaches such as diagnostics, formative and summative, which provided a greater understanding of knowledge about the evaluation process.The methodology used was a bibliographic survey, a qualitative approach, an analysis documentary, observations and exploratory studies based on authors such as Lakatos (2003), Menga & Andre (1986), Minayo (2001) which provided a broader view about information collected for the realization of the Experiential Project. Participated in the Project teachers who led the Program, some employees and the Unit Management team School. Therefore, with the elaboration of this evaluation system developed with the participation of teachers and other members of the School Unit, results were obtained positives for the teaching and learning process and school performance of students from Program, which contributed to a greater knowledge and deepening about the evaluation strategies, allowing teachers and students an action-reflection-action question about the complex act of evaluating.