O processo de avaliação escolar dos estudantes do ensino médio na perspectiva da formação integral

• Ano de defesa: 2022
• Autor(a) principal: Pequeno, Juliana Olinda Martins
• Orientador(a): Ferreira, Valdivina Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Ensino médio; Políticas públicas; Avaliação escolar; Formação integral
• Palavras-chave em Inglês: Comprehensive education; School evaluation; Public policies; High school
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2981

The process of school evaluation of high school students from the perspective of integral formation from the teachers' point of view was the focus of this master's thesis. Among the objectives were the educational public policies at the national and Federal District levels, especially those focused on high school, as well as the formative assessment and the comprehensive training of students in this last stage of basic education, and the adaptations and challenges encountered in the transition from classroom to remote classes during the isolation period caused by the Covid-19 pandemic. In order to identify challenge, impacts and the practice of formative evaluation in this period of pandemic, a qualitative methodology research was conducted that adopted the assumptions of qualitative research with bibliographic, documental and empirical research procedures, among the teachers of the five major High School Centers of the DF Public Network. From the documentary research, which considered educational policies such as the LDB 9.394/1996, the BNCC, the New High School Law among others and various authors within the researched context, it was inferred that the attendance aspects of the educational public policies already showed the necessary changes for the development of the quality of education within the perspective of integral formation, however, at the advent of the pandemic, all the reinforcements and documents summarized only in determining that the face-to-face classes were transformed into remote ones. The empirical research, however, was hindered by the remote teaching period, because there was neither time nor availability for the effective participation of the representatives within the planned sample, which resulted in low adhesion and representativeness. However, it was identified as a result that many challenges were faced, from infrastructure, lack of internet access, previous preparation and availability of students and their guardians to participate in the teaching process, as well as few orientations and teacher training so that changes could be made in the search for the effectiveness of integral education. In this sense, responding teachers pointed out that they courageously faced adversities and challenges to meet educational goals.