New pedagogical conceptions of school evaluation in full -time high school in Porto Velho-RO

• Main Author: Lima, Selena Castiel Gualberto
• Publication Date: 2021
• Other Authors: França, Rosângela de Fátima Cavalcante
• Format: Article
• Language: por
• Source: Roteiro (Joaçaba. Online)
• Download full: https://periodicos.unoesc.edu.br/roteiro/article/view/27015
• topic: Educação Integral; Ensino Médio em Tempo Integral; Avaliação da Aprendizagem Escolar; Educación Integral; Escuela Secundaria a Tiempo Completo; Evaluación del Aprendizaje Escolar; Integral Education; High School Full-time; Evaluation of School Learning

The contextualization of this study is part of the practice of discussing the implementation of educational policies for Integral Education, carried out by the State Secretariat of Education (SEDUC) of Rondônia, in 2017, from the insertion of the Escola do Novo Tempo Program, for Full-time High School (EMTI), which proposes to make possible, in addition to teaching, the possibility of developing competences, skills and socio-emotional aspects in the evaluation process. It aimed to analyze the pedagogical conceptions of teachers on the evaluation of school learning, with the implementation of comprehensive education in high school in the city of Porto Velho – RO. The research is descriptive-exploratory with a qualitative approach, carried out in 2019, in a school unit, through a semi-structured interview with 12 (twelve) teachers. The results show that they understand that the evaluative act, in addition to the knowledge that needs to be assured, should contribute to the construction of the student's life projects, which implies challenging stimuli for the integral development of the student. As for the guiding aspects of the evaluation process, it should allow the student to understand, discover, build and reconstruct knowledge, so that learning is meaningful and enables its protagonism. Regarding the perception of evaluating from the perspective of integral education, the subjects emphasized that they began to realize the value of qualitative assessment so that the learners' knowledge interconnects their life stories to their desires. It is concluded that the evaluation started to take on a new meaning, visualizing the individual in its multiple dimensions, thus denoting the importance of rethinking the traditional practices involved in the evaluation process.