Discussões das práticas avaliativas em turmas do nono ano do ensino fundamental de uma escola pública estadual de Goiânia e os depoimentos dos docentes sob o olhar das concepções de cunho histórico-cultural

Abstract

This dissertation is linked to the research line Theories of Education and Pedagogical Processes of the Graduate Program in Education at PUC Goiás. of the state public network of Goiânia, having as a theoretical reference the Historical-Cultural Theory (THC). The research was carried out through a bibliographical review and a field research in which we applied interviews with teachers who attend the 9th grade classes of Elementary School in a state school in Goiânia. The present study was motivated by the need to continue the discussions and reflections on the subject, which was evidenced in the following research problem: what similarities and differences can be related to the daily evaluation practices in the different curricular components in the 9th grade classes? The field chosen to accept was a school from the State Education Network of Goiânia. The general objective of this study is to investigate approximations and distances related to the daily evaluation practices of teachers who study in classes at a state school in Goiânia with THC budgets. The specific objectives are the following: to understand what the official documents, laws, norms and ordinances referring to educational evaluation are about; establish approximations and distances based on advice on the evaluation of Historical-Cultural Theory (THC) theorists; analyze the data collected in the interview from the evidenced study. The research methodology was established from the exploratory study of bibliographical review, of documental nature, and the application of interview for research analysis. We considered the historical facts used in this research and the historical basis that permeates the struggles and challenges faced for the improvement of education, in search of quality and development of consolidated evaluative practices throughout history, verified through documentary research. In view of the results, it can be considered that understanding the THC proposal and confronting it with the evaluation process applied in the field institution, it suffers interference from multilateral organizations. In the perception of the encouraged teachers, what was most accentuated in their speeches was the lack of autonomy to coordinate the evaluation process, which continues to be exclusionary and focused on rankings. Thus, as much as teachers try to innovate their assessment practices, they are bound by the system and need to comply with the guidelines proposed and imposed by the Department of Education (SEDUC), in meeting goals. During the interviews, in the field, it was noted that teachers are not always able to follow a plan that directs the work so that students develop scientific knowledge, based on the minimum curriculum