Learning assessment: a problematization of a naturalized conceptions

• Grant number: 12/12757-6
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: September 01, 2012
• End date: February 28, 2014
• Field of knowledge: Humanities - Education - Educational Planning and Evaluation
• Principal Investigator: Magali Aparecida Silvestre
• Grantee: Victor dos Santos Moraes
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil

Abstract

Intending to contribute to the debate about the formation processes of future teachers this research aims to understand what foundations have supported assessment practices developed in the early year's classes of elementary school, according to records prepared by students of a pedagogy course during the realization of the obligatory curricular internship. This is qualitative research that has theoretical referential initial authors studies such as Luckesi (2011), Souza (2010), and Freitas (2009), among others. This research preview at the first moment, a partial survey of the existing literature on the subject assessment. Furthermore, subsidized by studied theoretical referential will be conducted reading, analysis, and interpretation of written records on the pedagogical practices of teachers that teach in elementary school, found in field notebooks and reports of internship students. We hope that the analysis and interpretation of collected data in these records on the subject of learning assessment help us to draw a meaningful picture of how assessment practices have been developed in the early year's classes of elementary in public schools. Our hypothesis is that systematic evaluation practices are almost nonexistent, and those that are specified based themselves on a classificatory and authoritarian model of assessment that has not contributed to the construction of children's autonomy.(AU)