Multiplicidade da avaliação escolar: um estudo etnográfico sobre a repetência

Abstract

The assessment is part of teaching-learning process, making use of tools, strategies and methodologies in order to assess the student's performance. In this context, sets up the object of study of this thesis, the multiplicity of the assessment process of year repeaters and multirepeaters students. This research is based on the ethnographic approach, it aims to analyze social interactions in a given cultural context. This study used ethnographic resources such as participant observation, interviews, document analysis by an inductive analysis resulted in well ordered categories and subcategories: 1) School Assessment: check, test, assessment on a large scale; 2) Task: time, difficulty, help; 3) (In) discipline: behavior, gender and punishment; 4) School Repetition: exclusion, student-problem. The research was conducted in three phases: years 2008, 2012 and 2015 with the overall objective to investigate the evaluation process of students (as) repeaters and multirrepeaters in a classroom of the first series (second year) of elementary education, a public school. The central issue is investigated as develops the evaluation process in repeating class? Focusing on the perspective of the participants, students and repeating students and multirrepetentes, teachers, managers and servers under the theoretical framework of Chueiri (2008), Arrendodo; Diago (2009), Bertagna (2010) to discuss the assessment as part of the teaching-learning process. In addition, we present the task as assessment tool bringing the reflections of Mattos (2009), Castro (2006, 2011) Dounis (2011). It is also discussed the (in) discipline as possible, assessment criteria, basing this discussion Aquino (2003), Souza; Viégas (2012), Gatti (2008). Finally, there is the school failure on the reflections of Gonçalves (2001), Brophy (2006), Bonamino; Franco (2002). The thesis is presented in five chapters: 1) Methodology: ethnographic research in education; 2) Assessment or verification? Discussing the concept of evaluation in the school context; 3) The school task: how to evaluate the teaching-learning process; 4) behavior (in) appropriate at school: discussing (in) school discipline in view of the assessment of learning; 5) Year Repetition and school assessment: disguised exclusion of inclusion? Thus, this thesis could observe the evaluation of multiple privileging criteria, methods and assessment instruments, which were present in repeating class. Furthermore, it was observed that, in this class, the culture of repetition is an intrinsic part of this process, since the evaluation of learning is limited to "scan" school and assumes the function, almost exclusively, to sort and select prioritizing the final results and often discarding all the teaching-learning process