Práticas avaliativas no Ensino Médio Integrado em um possível diálogo com elementos da omnilateralidade no ensino de Matemática

Abstract

This research is part of the research line on educational practices in Vocational and Technological Education of the Postgraduate Program in Vocational and Technological Education (PROFEPT). To do so, we sought to understand the curricular organization process of the evaluation practices and their alignment with elements of omnilateralism in the institutional documents that define the curriculum; to understand the conceptions and evaluation practices developed by mathematics teachers; to recognize where the elements of omnilateralism are close to the conceptions and evaluation practices developed by mathematics teachers. As an educational product, a guide was developed on assessment practices that can contribute to the omnilateral vision. Arredondo and Diago (2013), Araújo and Frigotto (2015), Fernandes (2009; 2013), Ramos (2014; 2017), among other authors, became dialogical references in this work. This research adopted as theoretical and methodological option the qualitative approach, of exploratory, descriptive type and was conducted at the Recife Campus of the Federal Institute of Pernambuco (IFPE), for presenting the largest number of teachers involved with integrated high school education, among the campuses of IFPE. The instruments used for data collection were documents, semi-structured interviews, and simple observation. The data analysis used the technique of thematic content analysis of the categorical type, with the discussion of issues related to the main theoretical formulations guiding the evaluation practices that are close to or far from the omnilateral formation. The results that emerged throughout the research process were considered for the construction of the educational product that used elements of design thinking as a methodological strategy. The results indicate that the diagnostic and formative evaluations are present in the evaluation practices of the integrated high school. However, the intentionality’s are distant from omnilateralism by the prevalence of reproductive practices and associated with the prevalence of summative assessments, to the detriment of the formative and diagnostic process. Thus, difficulties are evidenced in overcoming the punitive and legitimizing character of the assessment that, by assigning grades and classifying students, internalizes and naturalizes the unilaterality of the classificatory and selective assessment.