Avaliação do desenvolvimento e da aprendizagem de matemática na perspectiva dos ciclos de formação humana em uma escola itinerante do Paraná

Abstract

Itinerant Schools in the state of Paraná were created from a need of the population that lives in areas of struggle for agrarian reform so that the school is on the move, accompanying the encampments as they change location. However, this is not the only thing that differentiates them from other schools; they have specific characteristics in their pedagogical proposal directly linked to the philosophical and pedagogical principles of the Movement of Landless Rural Workers. One of the characteristics concerns the assessment of students, which, in opposition to the model of notes and which leads to classification, is excluding and is often used as an instrument of control of the student by the teacher. To overcome this, the schools adopted in their proposal the Human Formation Cycles are opposed to the series and understand that learning occurs while the human development of the student happens, and this logic of the cycles ends up changing the conception of assessment that passes to have a formative character and an omnilateral perspective. Therefore, the quantitative assessment gives way to a qualitative assessment, and for this purpose, Descriptive Feedback is to record the student's development process. The objective of this research was to understand how the process of assessment mathematics learning occurs through Descriptive Feedback in an Itinerant School and how the assessment carried out by the teachers is related to the pedagogical proposal of that school. A bibliographic survey carried out pointed out that there is little research on the Descriptive Feedback adopted by the Itinerant Schools, which justifies the research. For this, the work has into two parts: in the first part, analyzes were carried out in documents developed by the teachers that make up the assessment of the learning of students of the Itinerant School Valmir Motta de Oliveira; in the second part of the research, interviews were conducted with teachers to identify their conceptions of assessment and how this reflects in their assessment practices. In the end, we concluded that the records made in the Accompaniment Notebook and the Descriptive Feedback of the students indicate an assessment, above all, concerned with learning instead of having a merely summative and classificatory character; however, some records were made by teachers in a little detailed or individualized way, not contributing to what is expected of the assessment process. The interviews showed the teachers' concern in following the proposal, however, they also pointed out contradictions between discourse and practice, requiring investment in continuing education so that teachers can bring their practices closer to the education proposal of the Movement of Landless Rural Workers. The results of this research also supported the development of an Educational Product: a Booklet with guidelines on assessment in Itinerant Schools so that, as part of continued teacher training, teachers can improve their work to ensure that assessment meets the precepts of an assessment based on the student's human formation.