An Experience of Assessment and Learning in Mathematics with Youth and Adult Education Students in Regular High School Evening Classes

• Autor(a) principal: Goncalves, Marcia Oliveira da Silva
• Data de Publicação: 2013
• Outros Autores: Friedmann, Cli­cia Valladares Peixoto, Puggian, Cleonice
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Meta: avaliação (Rio de Janeiro)
• Texto Completo: https://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/126
• topic: Educational evaluation; Mathematics education; Night School; Pedagogical experience; Evaluacion de la educacion; Educacion matematica; Escuela de noche; Experiencia educativa; Educação; Avaliação educacional; Educação matematica; Ensino Medio noturno; Experiencia pedagogica

This article describes the results of an exploratory investigation about an assessment in high school evening classes, which was conducted in a school located in the West Zone of Rio de Janeiro, during the years of 2009 and 2010. Data was collected through participant observation, open interviews and analysis of the activities conducted in mathematics lessons, taught to two classes of students in the first year of high school. The paper also reports the experience of teachers in the development of three educational booklets, covering theoretical contents and a variety of activities, which served as support for a dynamic and innovative ongoing assessment proposal. The theoretical framework was based on assessment, youth and adult education and evening class literature. It also considered the complexity of students’ social relations inside and outside schools. The research took into consideration learning difficulties in mathematics and the constant threat of repetition and dropout. Results indicated that the promotion of learning among youth and adults - who enter (or return) to high school - depends on the search for pedagogical approaches that are flexible and can consider the previous experiences and expectations they bring to school. It also highlights the urgency to overcome an evaluation model as a tool for classification, selection and social exclusion, turning assessment practices into allies for the construction of high-quality education for all.