A prática avaliativa na educação especial : processos de reflexão com o outro

• Ano de defesa: 2015
• Autor(a) principal: Souza, Marta Alves da Cruz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: special education; evaluation for identification; evaluation for planning; evaluation for learning; Avaliação para a aprendizagem; Educação especial; Avaliação para a identificação; Avaliação para o planejamento; Educación especial; Evaluación para la identificación; Evaluación para el planeamento; Evaluación para el aprendizaje; Aprendizagem - Avaliação; Avaliação educacional; Educação especial - Avaliação; Inclusão em educação; Planejamento educacional - Avaliação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8546

This study analyzed the evaluation procedures of special education audience with teachers who work in Multifunction Resource Rooms , aiming a critical reflec tion about evaluative processes.Defends the thesis that knowledge production is done with the dialogue with the otherand that only can have changes on evaluative processes when there is a reflection about it and in practice. Therefore, a historical- cultural approach was adopted as theoretical reference, based on the studies of his principal representative, Vygotsky, and also on Bakhtin's studies to produce reflections about the evaluative practice that involves the special education’s audience that, historically, is anchored in a positivist and biologizing perspective of the evaluation of these subjects.The study started from the premise that the evaluation practice is an act that involves the subjects understanding in the teaching -learning process which in your appropriation process of knowledge historically produced, it needs the interaction with the other to mediate learning mechanisms that trigger the superior psychological functions' development that helps in knowledge internalization. This study development has occurred from a collaborative research with the teachers from special education, in Guarapari, between 2012-2015 which unfolded in three distinguished movements. The first movement began with the analysis of the narratives produced at the National Centre for Special Education (Oneesp). The two following movements were used for Reflective Studies Cycles that allowed participants to reflect about evaluation to identify the special education’s audience, the planning evaluation in the multifunctional resources rooms and the learning evaluation, in the city referred. The data analysis indicated that the dialogic reflection process enabled to the special education teachers the analysis about evaluative practice with the students from the special education audience triggering transformation movements in municipal and public policy and in the school day by day from the production of one artifact that helps in the development of the evaluative practices in different scholl contexts. The conclusion is that through collective reflection about the evaluation process , we can provide new movements that allow a way for the emancipation of special education’s audience.