Avaliação e progressão continuada: o que a realidade desvela
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Data
2010-12-01
Autores
Bertagna, Regiane Helena [UNESP]
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Editor
Universidade Estadual de Campinas (UNICAMP), Faculdade de Educação
Resumo
Este artigo aborda a compreensão da avaliação no interior da implantação do Regime de Progressão Continuada no Estado de São Paulo. Ao penetrar nos intrincados caminhos da realidade escolar, por meio da pesquisa qualitativa, acompanharam-se sistematicamente durante um ano escolar 4 turmas de alunos (uma de cada ano do ciclo I, ainda do Ensino Fundamental de 8 anos), nos momentos coletivos da escola: horário de trabalho pedagógico coletivo, reuniões de pais e mestres, conselhos de classe/série, eventos; e, ainda, realizaram-se entrevistas com 7 profissionais envolvidos com as turmas (5 professores, coordenadora pedagógica e diretora escolar) e com 124 alunos. Observou-se que a avaliação informal ganha forte expressão nessa nova forma de organização escolar, revelando, também, novas formas de manutenção da seletividade e da exclusão escolar. Por meio da análise das práticas avaliativas e das contribuições dos diversos atores da escola, evidencia-se a presença da seletividade escolar, mas com configuração diferenciada: a exclusão branda e/ou a eliminação adiada.
This paper approaches the understanding of assessment during the implementation of the Continued Progression System in the State of São Paulo (São Paulo [State], 1997). By means of qualitative research, the intricate aspects of our schooling reality were studied, with the systematic observation of four groups of students (each group from a different period of basic school, around eight years old) and the collective working moments at school, such as collective pedagogical work, meetings including teachers and parents, school councils, social events and interviews with 07 professionals (five teachers, the pedagogical coordinator and the school director) involved with the four groups with 124 students. It is observed that informal assessment is outstanding in this new school organization, also disclosing new ways of keeping school selectivity and exclusion. By analyzing these assessing practices and contributions from several school individuals, the existence of school selectivity becomes clear, although in a different way: discrete exclusion (Bourdieu & Champagne, 1998) and/or postponed elimination (Freitas, 1995).
This paper approaches the understanding of assessment during the implementation of the Continued Progression System in the State of São Paulo (São Paulo [State], 1997). By means of qualitative research, the intricate aspects of our schooling reality were studied, with the systematic observation of four groups of students (each group from a different period of basic school, around eight years old) and the collective working moments at school, such as collective pedagogical work, meetings including teachers and parents, school councils, social events and interviews with 07 professionals (five teachers, the pedagogical coordinator and the school director) involved with the four groups with 124 students. It is observed that informal assessment is outstanding in this new school organization, also disclosing new ways of keeping school selectivity and exclusion. By analyzing these assessing practices and contributions from several school individuals, the existence of school selectivity becomes clear, although in a different way: discrete exclusion (Bourdieu & Champagne, 1998) and/or postponed elimination (Freitas, 1995).
Descrição
Palavras-chave
avaliação escolar, progressão continuada, avaliação informal, política educacional, school assessment, continued progression, informal assessment, education policies
Como citar
Pro-Posições. UNICAMP - Faculdade de Educação, v. 21, n. 3, p. 193-218, 2010.