A Prática de Avaliação na Escola de 2º Grau: tradições e contradições

• Ano de defesa: 1989
• Autor(a) principal: Duprat, Sonia Pires
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/87559/0013000008k9t
• Idioma: por
• Instituição de defesa: Universidade Federal Fluminense; Programa de Pós-graduação em Educação; Educação; BR; UFF
• Palavras-chave em Português: Avaliação educacional; Ensino do 2º grau; Ensino de segundo grau; Ensino de segundo grau - Avaliação; Educational evaluation; High school courses; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://app.uff.br/riuff/handle/1/18924

This research, of the case-study type, aims at showing that the expansion of the educational opportunities in relation to the teaching in the High School Courses did not mean a democratization of this school insofar as the teacher, coherent to the conservative model existing in the society we live in, develops his evaluation practice guided by criteria which characterize the domesticating evaluation system. Taking as a basis some concepts proper to the field of evaluation, present in the legal documents and in the texts of some authors, specially in those of Luckesi s, we make a description and a contextualization of the practice of the teachers of two classes of the tenth grade of an official school one a day-time class, the other a night-school class when we try to explicit the contradictions present in the daily routine of this school concerning the practice of evaluation. We conclude that the teachers diverting their practice from the theoretical contextualization on the process of evaluation priorize the classificatory function in detriment to the function of diagnosis whose objective is to foster the advancement and growth of the student. We point out the need to propose to the teachers the study and reformulation of some evaluation aspects specially those connected with the selection of the knowledge to be transmitted to the students and the proper essence of the evaluation process. This would mean transferring the access to the teaching of the High School Course in the real access to learnings which are socially significative.