A construção da avaliação da aprendizagem para a construção da relação com o saber dos jovens dos meios populares: um estudo sob a ótica de estudantes do ensino médio de uma escola pública

Abstract

Thinking about School evaluation may seem obvious and even a recurring exercise, after all it isn’t a very recent practice. However, it still occupies a complex space in education and generates diverse discussions, both about your essence and about your consequences. Based on consistent studies in the school environment, it can be believed that sometimes hasty meanings and interpretations are attributed to the evaluation that can lead to the failure of the educational process, especially when the Learning Assessment distances itself from the relationships of individual knowledge, not allowing real construction of knowledge. The general objective of this research was to contribute to the expansion of knowledge about the relationship between Learning Assessment and the construction of knowledge by students from popular environments. As a guiding thread, it started with the following question: how do students from the lower classes understand the Learning Assessment and what is its contribution to the construction of these students' knowledge? We keep the methodology of qualitative research, of the case study type. The operationalization of this case study, matches the application of a questionnaire, with open questions, with a group of teachers and a focus group, with students of High School from a State public school, in Passo Fundo city, in Rio Grande do Sul State. In both approaches, we seek to analyze the contribution of assessment, in the view of Bernard Charlot and his theory of the relationship with knowledge, and in the principles of Learning Assessment as a loving act and mediator of learning, defended by Cipriano Luckesi. In the context of the results, it was found that, contrary to the perspective of the relationship with knowledge, that although they have an understanding of what learning assessment is, and her importance for educational process, there`s an excess of formality, that tends to a traditional searching, that doesn’t mobilize for efficient process. The practices also reflect an evaluative practice that makes learning difficult, condemning students from the lower classes, who already have a naturally complex life, to failure, and discouragement to learn. They announce that the Assessment of Learning is still an intricate task, which hinders the construction of young people's knowledge, being permeated by the standardization of a process that itself built on diversity and singularity, as well as the relationship with knowledge, which itself builds on the different ways of learning.