Inclusão escolar sob o viés da avaliação flexibilizada

• Ano de defesa: 2021
• Autor(a) principal: Estef, Suzanli
• Outros Autores: [e-mail]
• Orientador(a): Glat, Rosana
• Banca de defesa: Redig, Annie Gomes , Senna, Luiz Antônio , Plestsch, Márcia Denise , Kassar, Mônica de Carvalho Magalhães
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Ensino fundamental; Ensino médio; Inclusão escolar; Avaliação flexibilizada; Segundo segmento Ensino Fundamental; Ensino Médio. Inclusão escolar
• Palavras-chave em Inglês: Flexible assessment; Second Elementary School segment; High school; School inclusion
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/17246

The research had as objective analyze this flexible assessment process for students with special educational needs, in thes second segmento of Elementary School and High School. This theme is relevant due to the complexity of evaluating the academic performance of students whose demands cannot be met by a teaching system prepared for homogeneity, based on a standardized, classificatory and meritocratic evaluation model. This is an ethnographic case study, using semi-structured interviews with pedagogical coordinators and teachers as instruments for data collection, as well as observation of teaching and assessment practices. The field research was carried out in three schools in the city of Rio de Janeiro, two in the private network and one in the public network, chosen for adopting a flexible assessment process. It is noteworthy that it is precisely with regard to the evaluation of school performance that the characteristics of these years of schooling, with the segmentation of teaching by subjects conducted by different teachers and the evaluation model with a strong emphasis and appreciation in the quantitative aspect, make the statements even more explicit. complexities of the school inclusion proposal. The analysis of the data revealed the contradictions and complexity of the school evaluation process of this student and, also, the possibilities to favor the inclusion and learning from the flexibility of the evaluation procedures and instruments. According to their testimonies, the teaching staff and the pedagogical team of the referred schools understand flexibility in the sense of individualization of teaching. This proposal, however, is not directed only to the adequacy of the instruments or the time and space for taking the tests, but, rather, to the development of pedagogical actions that provide evaluation criteria and procedures considering the characteristics of each student. We hope that this thesis will contribute significantly to the improvement of Brazilian education, based on the reflection on flexible assessment as a factor that favors the inclusion and learning process of this student.