As percepções de alunos do ensino médio integrado sobre a avaliação da aprendizagem

Abstract

The main objective of this research was to understand the perceptions of the integrated high school students of the Instituto Federal de Pernambuco (IFPE), Recife Campus, about the assessment of learning. For this, in the theoretical reference, it was debated about a formative, diagnostic, mediating and continuous assessment of learning, with the purpose of guaranteeing to the student a human and an integrated formation, different from the traditional assessment which use evaluative tools of classificatory nature. The theoretical basis of this study was based on Luckesi, Hoffmann, Vasconcellos, Perrenoud, Freitas et al., Among others. It is a study of qualitative approach. The research development included several stages: firstly, we presented the documentary analysis, composed the Institutional Development Plan (PDI), the Institutional Pedagogical Political Project (PPPI) and the Institutional Academic Organization (OAI), IFPE internal documents. Besides, we performed document analysis of the legal framework of Brazilian education, such as the National Curriculum Guidelines (DCN) for high school technical education and Law of Guidelines and Bases of National Education (LDB). All of these documents have been studied with a focus on learning assessment. Afterwards, we used the participant observation of the experiences lived by the researcher in her work environment, to understand the relationship of the assessment of learning with the signs of the anxiety presented by the students and that were related to the realization of the assessments. To record the participant observation, the field diary was made. Finally, we conducted semi-structured interviews with IFPE integrated high school students, Recife Campus, which contained questions that attempted to identify these students' perceptions of their learning assessment. The qualitative analysis of the data obtained in the interviews was made through the content analysis suggested by Bardin. In the discussion of the results, we found that the institutional and national documents present, considerably, the subject of learning assessment in a logic that goes beyond the conception of a traditional assessment, although the assessment by measurement is still inserted in these documents. Equally, through the students' perceptions, we understood that in IFPE the teachers present traditional and formative evaluative practices. However, the written test still occupies a prominent place in the student's classification. Besides, we also saw that, depending on how classroom assessments are conducted, students may develop anxiety, which may have an impact on their physical and emotional health and an impact on the development of academic activities. Finally, as an educational product, an education primer was elaborated containing the discussions held by the students about the assessment of learning and its relation with the theoretical and documentary references studied. The testing of this product was performed by the IFPE’s teachers through a questionnaire, through a questionnaire, where they put their opinions about the information contained in the prime. That way, the teachers assessed the primer and said whether the information contained in it was useful for the teaching pedagogical practice. Based on the suggestions made by the teachers, the primer was reformulated aiming to achieve the purpose for which the educational product was created.