Evaluation of the deaf student in the regular school: legal assumptions and experiences

Detalhes bibliográficos
Autor(a) principal: Corrêa, Adriana
Data de Publicação: 2019
Outros Autores: Carneiro Pires, Aparecida, Vieira, Francileide Batista de Almeida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação e Políticas em Debate
Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/51785
Resumo: The evaluation of learning aims to provide an understanding of the consolidated knowledge and rethinking the educational practices in order to favor the learning of the students. Based on these considerations, this study aimed to identify (in legislation and literature) assumptions, resources and evaluation practices for the deaf in order to reflect on the conditions that optimizes this process. Therefore, we defined as as methodological path the exploratory research, based on the documental analysis and the literature review, whose foundation was based on Brasilia (2014), Brasil (1996, 2015), Libâneo (2007), Luckesi (2011), Hoffmann (2011, 2013), among others. Thus, we present a qualitative bibliographical analysis, based on the legislation that deals with the evaluation focused on the deaf student and on the results of 7 researches that discusses resources and strategies to favor the optimization of this process. We identified the need for continuous training to modify the teaching performance on the evaluation, with other professionals and members of the school community in the evaluation process.
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spelling Evaluation of the deaf student in the regular school: legal assumptions and experiencesÉvaluation des élèves sourds à l’école ordinaire: hypotheses et experiences légauxAvaliação do aluno surdo na escola regular: pressupostos legais e experiênciasAvaliaçãoPolíticas de Educação InclusivaSurdoAvaliação. Educação Inclusiva. Surdo.EvaluationInclusive Education PoliciesDeafÉvaluationPolitique d’éducation inclusiveSourdsThe evaluation of learning aims to provide an understanding of the consolidated knowledge and rethinking the educational practices in order to favor the learning of the students. Based on these considerations, this study aimed to identify (in legislation and literature) assumptions, resources and evaluation practices for the deaf in order to reflect on the conditions that optimizes this process. Therefore, we defined as as methodological path the exploratory research, based on the documental analysis and the literature review, whose foundation was based on Brasilia (2014), Brasil (1996, 2015), Libâneo (2007), Luckesi (2011), Hoffmann (2011, 2013), among others. Thus, we present a qualitative bibliographical analysis, based on the legislation that deals with the evaluation focused on the deaf student and on the results of 7 researches that discusses resources and strategies to favor the optimization of this process. We identified the need for continuous training to modify the teaching performance on the evaluation, with other professionals and members of the school community in the evaluation process.La evaluación del aprendizaje tiene como objetivo proporcionar la comprensión de los conocimientos consolidados y repensar las prácticas educativas para favorecer el aprendizaje de los alumnos. Teniendo en cuenta estas consideraciones, el presente trabajo tiene como objetivo general identificar (en la legislación y en la literatura) presupuestos, recursos y prácticas de evaluación para sordos a fin de reflexionar sobre las condiciones que optimicen este proceso. Para ello, definimos como recorrido metodológico la investigación exploratoria, pautada en el análisis documental y en la revisión de la literatura, cuya fundamentación se basó en Brasília (2014), Brasil (1996, 2015), Libâneo (2007), Luckesi (2011), Hoffmann (2011; 2013) entre otros. De este modo, presentamos un análisis bibliográfico, de naturaleza cualitativa, basada en la legislación que trata de la evaluación volcada hacia el alumno sordo y en resultados de 7 investigaciones que discuten recursos y estrategias para favorecer la optimización de ese proceso. Hemos identificado la necesidad de la formación continua para modificar el desempeño docente en la evaluación, incluyendo la colaboración de otros profesionales y miembros de la comunidad escolar en el proceso de evaluación.  Le présent travail visait à identifier (dans la législation et la littérature) des hypothèses, des ressources et des pratiques d'évaluation pour les sourds. À cette fin, nous définissons la recherche exploratoire comme la voie méthodologique, basée sur l'analyse documentaire et la revue de littérature, basée sur Brasilia (2014), le Brésil (1996, 2015), Libiliar (2007), Luckesi (2011) et Hoffmann (2011). ; 2013) parmi d'autres. Nous présentons une analyse bibliographique, basée sur la législation qui traite de l'évaluation destinée à l'étudiant sourd et sur les résultats de 7 recherches. Nous avons constaté qu'une formation continue était nécessaire pour modifier le rendement de l'enseignement avant l'évaluation, y compris la collaboration d'autres professionnels et de membres de la communauté scolaire dans le processos d'évaluation.O presente trabalho objetivou identificar (na legislação e na literatura) pressupostos, recursos e práticas de avaliação para surdos. Para tal, definimos como percurso metodológico a pesquisa exploratória, pautada na análise documental e na revisão da literatura, embasando-se em Brasília (2014), Brasil (1996, 2015), Libâneo (2007), Luckesi (2011), Hoffmann (2011; 2013) entre outros. Apresentamos uma análise bibliográfica, baseada na legislação que trata da avaliação voltada para o aluno surdo e em resultados de 7 pesquisas. Identificamos que é necessária a formação continuada para modificar a atuação docente ante a avaliação, compreendendo a colaboração outros profissionais e membros da comunidade escolar no processo avaliativo.Universidade Federal de Uberlândia2019-12-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextoapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/5178510.14393/REPOD-v8n2a2019-51785Revista Educação e Políticas em Debate; Vol. 8 No. 2 (2019); 123-140Revista Educação e Políticas em Debate; Vol. 8 Núm. 2 (2019); 123-140Revista Educação e Políticas em Debate; Vol. 8 No. 2 (2019); 123-140Revista Educação e Políticas em Debate; v. 8 n. 2 (2019); 123-1402238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/51785/27551Copyright (c) 2019 Revista Educação e Políticas em Debateinfo:eu-repo/semantics/openAccessCorrêa, AdrianaCarneiro Pires, AparecidaVieira, Francileide Batista de Almeida 2022-07-21T14:11:22Zoai:ojs.www.seer.ufu.br:article/51785Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2022-07-21T14:11:22Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Evaluation of the deaf student in the regular school: legal assumptions and experiences
Évaluation des élèves sourds à l’école ordinaire: hypotheses et experiences légaux
Avaliação do aluno surdo na escola regular: pressupostos legais e experiências
title Evaluation of the deaf student in the regular school: legal assumptions and experiences
spellingShingle Evaluation of the deaf student in the regular school: legal assumptions and experiences
Corrêa, Adriana
Avaliação
Políticas de Educação Inclusiva
Surdo
Avaliação. Educação Inclusiva. Surdo.
Evaluation
Inclusive Education Policies
Deaf
Évaluation
Politique d’éducation inclusive
Sourds
title_short Evaluation of the deaf student in the regular school: legal assumptions and experiences
title_full Evaluation of the deaf student in the regular school: legal assumptions and experiences
title_fullStr Evaluation of the deaf student in the regular school: legal assumptions and experiences
title_full_unstemmed Evaluation of the deaf student in the regular school: legal assumptions and experiences
title_sort Evaluation of the deaf student in the regular school: legal assumptions and experiences
author Corrêa, Adriana
author_facet Corrêa, Adriana
Carneiro Pires, Aparecida
Vieira, Francileide Batista de Almeida
author_role author
author2 Carneiro Pires, Aparecida
Vieira, Francileide Batista de Almeida
author2_role author
author
dc.contributor.author.fl_str_mv Corrêa, Adriana
Carneiro Pires, Aparecida
Vieira, Francileide Batista de Almeida
dc.subject.por.fl_str_mv Avaliação
Políticas de Educação Inclusiva
Surdo
Avaliação. Educação Inclusiva. Surdo.
Evaluation
Inclusive Education Policies
Deaf
Évaluation
Politique d’éducation inclusive
Sourds
topic Avaliação
Políticas de Educação Inclusiva
Surdo
Avaliação. Educação Inclusiva. Surdo.
Evaluation
Inclusive Education Policies
Deaf
Évaluation
Politique d’éducation inclusive
Sourds
description The evaluation of learning aims to provide an understanding of the consolidated knowledge and rethinking the educational practices in order to favor the learning of the students. Based on these considerations, this study aimed to identify (in legislation and literature) assumptions, resources and evaluation practices for the deaf in order to reflect on the conditions that optimizes this process. Therefore, we defined as as methodological path the exploratory research, based on the documental analysis and the literature review, whose foundation was based on Brasilia (2014), Brasil (1996, 2015), Libâneo (2007), Luckesi (2011), Hoffmann (2011, 2013), among others. Thus, we present a qualitative bibliographical analysis, based on the legislation that deals with the evaluation focused on the deaf student and on the results of 7 researches that discusses resources and strategies to favor the optimization of this process. We identified the need for continuous training to modify the teaching performance on the evaluation, with other professionals and members of the school community in the evaluation process.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/51785
10.14393/REPOD-v8n2a2019-51785
url https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/51785
identifier_str_mv 10.14393/REPOD-v8n2a2019-51785
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/51785/27551
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação e Políticas em Debate
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação e Políticas em Debate
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista Educação e Políticas em Debate; Vol. 8 No. 2 (2019); 123-140
Revista Educação e Políticas em Debate; Vol. 8 Núm. 2 (2019); 123-140
Revista Educação e Políticas em Debate; Vol. 8 No. 2 (2019); 123-140
Revista Educação e Políticas em Debate; v. 8 n. 2 (2019); 123-140
2238-8346
reponame:Revista Educação e Políticas em Debate
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista Educação e Políticas em Debate
collection Revista Educação e Políticas em Debate
repository.name.fl_str_mv Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com
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