Práticas avaliativas emancipatórias: processo em (trans)formação

Abstract

The present thesis originates from the doctoral research carried out with the daily life in the Escola Municipal João Cabral de Melo Neto / São Gonçalo, aiming to investigate the creation and (trans) formation of emancipatory evaluative practices. In seeking to understand how these are woven in teacher education networks, we take the narratives of the practitioners themselves (OLIVEIRA, 2012) - the teachers, as methodology and source of research. In the development of the investigative process, practices were assumed as a starting point and point of arrival, using theory as an instrument that helps to see the limits and possibilities of practice, and the practice to update the theory. Based on Freire s principles immersed in the emancipatory evaluation paradigm (SAUL, 2008) and of ideas-force present from the perspective of evaluation as a research practice (ESTEBAN, 2006), we identify threads in the context of evaluative practices in daily school life: the dialogue, the understanding of the impossibility of neutrality of practices, teacher training, error as evidence of knowledge, heterogeneity as power and proximity between the subjects involved in the process of learning to learn. The studies of Sacristán (1998) on the evaluation functions and the approaches of Fernandes (2009) on the historical evolution of the evaluation also contributed. The vestiges found in the research, pointed to the affirmation of school daily life as a potent space, where we noticed the presence of two others functions of evaluative practices in process of (trans) formation - indicative evaluation and evaluation as a creative force, both with origin in epistemology counter-hegemonic. In response to the challenges of everyday research, creative processes led to the production of a device - photobook - for the return of research findings to the school, in order to maintain the dialogue between different knowledge, even after the research. Creation, understood as a way of inventing hopes, links research to the efforts of those who still believe in another possible world, with more cognitive justice producing social justice