Educational evaluation and inclusion: implications for teaching

• Autor(a) principal: Cordeiro, Aliciene Fusca Machado
• Data de Publicação: 2012
• Outros Autores: Schulze, Mariana Datria, Ribeiro, Marina de Almeida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18568
• topic: Educational Evaluation; Inclusive Education; Teaching Work; Avaliação Educacional; Educação Inclusiva; Trabalho Docente

Research indicates evaluation in the context of inclusive education as a topic increasingly discussed, both for its direct involvement in the teaching-learning process, as the process of constitution of the subject from the relationships established in the school environment permeated by diversity. The main objective of this study was to investigate teachers' conceptions about the process of assessment of students with special educational needs, as well as the meaning and purpose of educational evaluation for teachers, the existence of differences between the practices adopted in the evaluation process and their perceptions regarding the applicability of national guidelines relevant to the subject in the context of the class room. Based on research conducted by the authors, is based on different authors who discuss the topic of assessment in inclusive education, such as Esteban (2002), Fernandes and Viana (2009), Freitas (2008), Jesus (2004), among others. Data collection was conducted through semi-structured interviews with ten teachers from a public school and one private, and a representative of the management team of each school. The main results indicate that the evaluation is focused on the student, without the understanding of other bodies involved in the process, such as public policy, school management and pedagogical practices of teachers. The teachers reported difficulties regarding the applicability of the government guidelines regarding inclusive education. Practices differentiated between students with and without special educational needs were also revealed. However, there are perceptible movements of rupture in the conception and practice of educational assessment.