Os modos de registrar nos Diários de Classe os processos de aprendizagem nos anos iniciais do Ensino Fundamental

Abstract

The present research deals with the register issue in the school context, considered not only as assessment instrument but also as part of the school official documentation, focusing on Class Diaries. This aims at identifying and analysing the way teachers of the early years of the “Ensino Fundamental” record in the Class diaries the learning process of students identified with low performance. The theoretical framework used emphasises, among others, the contribution of authors such as Zabalza (2004), Patto (1997; 2015), Charlot (2000; 2001), Lahire (1997; 2008), Collares and Moysés (1994) and Luck (2009). Relying on a qualitative research approach (Minayo, 2001), inspired by principles of documentary research (Sá-Silva;Almeida; Guindani, 2009), it was chosen as a document for analysis of the early year Class Diaries of a Public “Ensino Fundamental” County School of Rio de Janeiro, between 2013-2015. In these diaries, learning process registers of four students considered with low performance were sought. The analysis of the way the registers were made in the Class Diaries shows sharp imprecision information, expressed in laconic sentences, with lack of consistency referring to the students’ performance concerning their real difficulties/improvements in the learning process. In these Class Diary registers analysed, attitudinal and behavioural aspects are most of the time privileged, showing a tendency to first consider attitudes rather than knowledge results. It was verified an ineffective register in the Class Diary while a pedagogical tool, used instead in a predominantly bureaucratic perspective. Therefore, it can constitute a device to promote school failure. It may come to a conclusion that academic production has not been improved concerning studies about school registers. Few researches investigate the issue in the Brazilian education scenario. Hence the need of new studies of this issue in order to enlarge on debates in this field.