Concepções e critérios de avaliação que respondem às necessidades dos trabalhadores

Abstract

The present work aims to launch a critical look at the “Conceptions and Evaluation Criteria that Respond to Workers' Needs”. We approach the object in its various dimensions, since the idea of “evaluating”, commonly, is understood in common sense as an activity without much complexity and something relatively natural. However, when it comes to assessing student learning, the system, and public policy, these different dimensions are not part of the daily lives of most individuals and, in particular, workers. Emphasis was given to the historical path, positioning what is understood with the categories. The complexity of modern life and the social relations of scientific and technical development that constantly demands a reorganization of the school and the State, making it necessary to review theories on evaluation. This makes it imperative to organize the issue of methodology, based on the historical-dialectical method, as an instrument for analyzing the knowledge of the real movement. With regard to the central problem of work, especially analyzing the conceptions and evaluation criteria, examining the evaluation instruments applied to future workers in the courses offered by the Federal Institute of Education, Science and Technology of Acre - IFAC, Rio Branco campus. In the construction of the theoretical basis, definitions and conceptions of the categories worked in this investigation are presented. The debate on “evaluation as a measure of all things”, dealing with the “historical and epistemological premises of evaluation”, in which I present the various evaluative conceptions that permeate the school and the classroom; historically situating which conceptions are linked in its historical course. Based on the dimension of the evaluative act. The “assessment here is understood as the integration of interdisciplinary knowledge”, since the dynamics of the construction of knowledge in the classroom by the student is processed in this way. When analyzing the evaluation instruments applied by the teachers, and relating them to the categories worked and their links with the concepts discussed, we came to the conclusion that there is still a lack of an evaluation project in the Institution. Finally, some reflexes are proposed to organize evaluative instruments, based on Vygotsky's theory, and the reflections made by Zacarias Gama.