Avaliação da aprendizagem escolar no contexto das escolas/classes multisseriadas: contribuições freireanas

Abstract

By the means of a qualitative research based upon Critical Social Theory (TONET, 2012) this reasearch has primary objective to analyze the freireana education contributions to the learning evaluation debate on multigrade class context. The relation between the freireanos studies and the learning evaluation perspective was looked after, since the methodological theoretical principles of his work are fundamental to study the evaluation in multigraded rural schools contexts. The writing productions selected to focus on the freireanas discussions and substantiate this essay are: Pedagogy of the Oppressed (1968), Fear and Daring: The Teacher's Daily Life (1986), Pedagogy of Hope: Reliving Pedagogy of the Oppressed (1992), and Pedagogy of Freedom: Ethics, Democracy and Civic Courage (1996), these writing productions were chosen by cause of the evaluation is part of educacional debate, since there are the inequality opositon and social oppressions, in which one the docent is also seen as an oppressed subject. Many are the challenges faced by the teachers when teaching in multigrade classes/schools, as for example, the lack of adequate training, the scarcity of appropriate teaching resources, precarious institutional infrastructures and a school curriculum replete of “urbanization” that is further of the schools realities. Cultures, politics and socials, these are some of the aspects that has impaired satisfactory educational work in these schools. The multigrade schools and classes have as their characteristics, specially, rhythms’ heterogeneity and the times that should be taken into account for the promotion of an assessment of school evaluation that it is beyond selection, exclusion and learners quantitative classfication. The school learning evaluation realised in rural shcools/classes multigrade is in need of knowledge on the students characteristics for the orientation and reorganization of the educators practice aiming to improve the educative process. The research is based on the field of study of Rural Education based on Critical Social Theory and it has as categories of analysis: School learning evaluation, Schools/classes multigrade and Freireanas Contributions. The research is qualitative and bibliographic in nature.