A avaliação como elemento de inclusão do aluno com deficiência intelectual na escola pública
Carregando...
Data
2016-07-27
Autores
Vitorino, Stephânia Cottorello [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O propósito central desta tese de doutorado foi investigar como vem sendo realizada a avaliação da aprendizagem, dentro de um contexto de “escola para todos”, fazendo uma análise dos processos avaliativos que permeiam a educação dos alunos público alvo da educação especial (P.A.E.E), mais especificamente aqueles com Deficiência Intelectual. O principal objetivo foi desvelar a percepção que as professoras das salas comuns e das salas de recurso da rede municipal do interior paulista têm a respeito da avaliação como instrumento norteador de seu trabalho pedagógico, bem como as práticas de avaliação que vem desenvolvendo e as condições efetivas para uma prática mais formativa no cotidiano escolar. O estudo concentrou-se nas disciplinas de Língua Portuguesa e Matemática, nas classes do fundamental I, em duas escolas do Município do interior paulista, selecionadas como inclusivas por ter em seu quadro professores habilitados. O referencial teórico utilizado partiu de um levantamento em banco de teses e dissertações sobre o tema em questão, artigos científicos e também pesquisa bibliográfica. A opção metodológica foi pela abordagem qualitativa, envolvendo análise documental, observação dos processos avaliativos nas salas de recurso e questionários, utilizados para obter registros escritos dos professores das salas regulares e dos especialistas das salas de recurso. A análise documental incluiu análise dos documentos emanados dos órgãos superiores e dos documentos produzidos no interior da escola, em particular o projeto político pedagógico e os portfólios. Dentre os resultados apontados pela pesquisa destaca-se que a avaliação da aprendizagem com o aluno público alvo da educação especial, com deficiência intelectual, no interior da escola, precisa ser reconfigurada dentro de parâmetros flexíveis, com adaptação de conteúdos e instrumentos diversificados. Percebeu-se que quando houve avaliação mediada pela professora os alunos demonstraram maior compreensão e reflexão. O instrumento de avaliação “portfólio” conseguiu fornecer informações relevantes sobre o desenvolvimento dos alunos e levar a reflexões contínuas, no sentido de acompanhar a trajetória do aluno tornando-se um instrumento valioso no processo de avaliação formativa e aprendizagem com os alunos público alvo da educação especial, porém com necessidade de oferecer formação às professoras, sobre a elaboração e a organização do instrumento. Os resultados indicam que existe realmente um descompasso do que é proposto em uma escola inclusiva e uma educação efetiva, o que tem impossibilitado o real desenvolvimento dos alunos P.A.E.E., dentro das reais possibilidades concretas de seu desenvolvimento.
The main intention of this thesis was to investigate how the evaluation of learning has been performed in the context of education for all, intended analyzing the evaluation process of students’ target group of special education, particularly those with intellectual deficiency. The central objective was to unveil the of teacher’s regular classes and specialist teachers of the resource classes perceptions about assessment as a guiding instrument in their teaching work, as well the assessment practices they used and the effective institutional conditions that allow a more formative assessment in the school routine. The subjects studied were Portuguese Language and Mathematic, in classes of two elementary schools in a small city of the State of São Paulo, selected as inclusive schools for having qualified teachers. The theory framework was drawn from relevant revision of the literature the area of evaluation and assessment of disadvantage students. The option was for a qualitative study involving documental analysis, observation of assessment process at the resource classes and questionnaires, applied to teacher’s regular classes and specialist teachers of the resource classes. The documental analysis included analysis of the official’s documents from government and schools documents as the political pedagogic project and the portfolios. The results indicated that the learning assessment of the students’ target group of special education, particularly students with intellectual deficiency, need to be reconstructed with more flexible patterns, providing subject matter and assessment instruments adaptation to diversity students. The results indicate that the use of “intervene assessment” improve student’s comprehension and reflection; the portfolio provide relevant information about student’s development and stimulate teacher’s continuing reflections, allowing them to monitoring students’ development, becoming a valuable instrument in the formative process of evaluation with the students’ target group of special education. But it will be necessary to offer training to the teachers on portfolio development and organization. The results indicate that there really is a mismatch between the evaluation process proposed for an inclusive school and the actual practice of assessment at school, which has been prevented the real development of the students’ target group of special education.
The main intention of this thesis was to investigate how the evaluation of learning has been performed in the context of education for all, intended analyzing the evaluation process of students’ target group of special education, particularly those with intellectual deficiency. The central objective was to unveil the of teacher’s regular classes and specialist teachers of the resource classes perceptions about assessment as a guiding instrument in their teaching work, as well the assessment practices they used and the effective institutional conditions that allow a more formative assessment in the school routine. The subjects studied were Portuguese Language and Mathematic, in classes of two elementary schools in a small city of the State of São Paulo, selected as inclusive schools for having qualified teachers. The theory framework was drawn from relevant revision of the literature the area of evaluation and assessment of disadvantage students. The option was for a qualitative study involving documental analysis, observation of assessment process at the resource classes and questionnaires, applied to teacher’s regular classes and specialist teachers of the resource classes. The documental analysis included analysis of the official’s documents from government and schools documents as the political pedagogic project and the portfolios. The results indicated that the learning assessment of the students’ target group of special education, particularly students with intellectual deficiency, need to be reconstructed with more flexible patterns, providing subject matter and assessment instruments adaptation to diversity students. The results indicate that the use of “intervene assessment” improve student’s comprehension and reflection; the portfolio provide relevant information about student’s development and stimulate teacher’s continuing reflections, allowing them to monitoring students’ development, becoming a valuable instrument in the formative process of evaluation with the students’ target group of special education. But it will be necessary to offer training to the teachers on portfolio development and organization. The results indicate that there really is a mismatch between the evaluation process proposed for an inclusive school and the actual practice of assessment at school, which has been prevented the real development of the students’ target group of special education.
Descrição
Palavras-chave
Inclusão Escolar, Alunos Público Alvo da Educação Especial, Deficiência Intelectual, Avaliação, School Inclusion, Target Audience Students of Special Education, Intellectual Disability Assessment