Desconstruindo olhares sobre o significado de erro nos processos avaliativos de um Curso de Licenciatura em Pedagogia

Abstract

This paper shows the study developed in the Master s Course at UERJ/FEBF, aiming at discussing the role of error in different pedagogic conceptions, investigate the articulated evaluation senses in the speeches of students from an undergraduate course focusing on the understanding that they have error. The research has been carried out in a private teaching institution in a city located in the south region of the Rio de Janeiro state. The reflection upon the meaning of error in the knowledge building process is fundamental in a teaching training program where the aim is the development of new attitudes and new evaluation practices. It is relevant as long as evaluation remains a painful issue in the schooling processes at all levels. Assuming a post-structuralistic approach, the research consists of a theoretical-methodological challenge aiming at flexibilizing traditional research tools defying naturalized hegemonic discourses about school practices. In order to achieve such an aim, a case study has been carried out as a research seeking to mobilize different methodological possibilities and procedures, having its analyses based on the Discourse Theory. This paper outlines the fact that current educational policies operating on a tripod that associates curricular centrality, large-scale testing and teacher responsibility in a synonymous way tend to think further on a knowledge evaluation concept that strengthens the processes of exclusion, disregarding the theoretical accumulation produced by the education field on the problem. Such policies very little contribute to the overcoming of classifying and excluding evaluation practices that remain naturalized. This investigation shows that the meanings conferred to errors are full of symbolisms and stereotypes constructed by the society, and that such a construction is ruled by the dichotomic rationale which characterizes the modern thought that school has inherited. In other words, these students mirror the practices applied by their teachers during the initial training of their undergraduate programs, perpetuating dated evaluation methods and techniques and looking at an error as a negative factor in the process. Evaluation discourses are intimately connected to the meanings assigned to structuralistic teaching, even when it is argumentative and has a knowledge-building emancipating and transforming bias on social relations.