A complexidade da avaliação formativa na educação de jovens e adultos trabalhadores

• Ano de defesa: 2004
• Autor(a) principal: Ana Paula Leite Castilho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Avaliação; Educação de jovens e adultos; Educação de Jovens e Adultos Países de língua portuguesa; Educação; Avaliação educacional
• Link de acesso: http://hdl.handle.net/1843/HJPB-64UEKZ

This paper constitutes an analysis of the formative evaluation in adult workers and young education; it has as research area an EJA project of a public school from Belo Horizonte. We adopted a qualitative approach for the data collect, initially, we aim to systematize the pedagogical project which its evaluate practice is linked. We tried to actualize some data that could give us an actualized profile of the students, which we show up the world of the work as a privileged space of formation of the same ones. We retake the world of work, its changes and its contradictory character to point the necessity to question it. We consider the EJA articulation, work and evaluation, important, considering the students knowledge that are acquired/produced at work, where it becomes possible a valuation of the subjectivity of the worker. In the researched experience, world of work doesnt constitute as an axle that guides the project of EJA. Due to it, we brought data that shows us the wealth of knowledge brought by the students from this important formative space, and if it was incorporated to the proposal of the school it could become more significant. Evaluation would be the way to legitimate such knowledge, evaluating the subjects and contributing to their affirmation as social-cultural and politician subjects. The evaluation that we identified in this study is directing to a qualitative model, which represents the current tendency of education, aiming an ampler look to the students. Moreover, it is a process that generates some anxiety and tension on the students. We considered that the school has got advances in the construction of the formative evaluation, where we show that ones that privilege the students participation on the project, teachers and themselves evaluation process, defining their certification. The student voices and his argumentative capacity are motivated as forms to remeaning their knowledge, having a critical reading of the world, yourself, and got inserted in several spaces in a more acting form.