Avaliação da aprendizagem de escolares com deficiência intelectual em Porto Velho e Cacoal: desafios e possibilidades
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Data
2021-12-02
Autores
Corrêa, Márcia de Fátima Barbosa
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Universidade Estadual Paulista (Unesp)
Resumo
A avaliação da aprendizagem, embora bastante discutida conceitualmente, não tem se apresentado como forma de superação de seus significados relacionados à classificação, seleção ou geração de dados estatísticos, mesmo diante da perspectiva inclusiva e, de forma particular, em relação à aprendizagem de escolares com deficiência intelectual. Face a isso, este estudo teve como objetivo principal investigar e analisar a perspectiva da educação inclusiva e a processualidade, os desafios e possibilidades de diretrizes ou referências sobre o fenômeno da avaliação da aprendizagem de escolares com deficiência intelectual, a partir dos documentos nacionais, dos municípios de Porto Velho e Cacoal e das produções científicas por meio do tensionamento entre as perspectivas nacional, local e científica. Nossa tese é de que embora os documentos nacionais e municipais possam estabelecer proposta de educação inclusiva e da educação especial como apoio transversal à escolarização, ainda estão ausentes orientações mais precisas sobre a organização educacional e sobre prática escolar fundamentada na diversidade das condições biopsicossociais dos diferentes escolares, sem a sinalização de mudanças nos vários aspectos que compõem o ato educativo, como a avaliação da aprendizagem, em seu contexto geral e, mais especificamente, considerando as particularidades do escolar com deficiência intelectual. A condução da pesquisa, de cunho teórico, fez uso de revisão de literatura e pesquisa documental de fontes primárias e secundárias, organizadas em documentos orientadores nacionais, produções acadêmicas e documentos de Porto Velho e Cacoal. Entre outros resultados da pesquisa destacamos, inicialmente, na área da deficiência intelectual, a controvérsia entre a condição de uso ou não do laudo para oferta do serviço de atendimento educacional especializado e a avaliação de identificação, para preenchimento do Censo Escolar a fim de receber recurso público. Além desses aspectos, foi observado que os diferentes objetivos da avaliação da aprendizagem estão relacionados ao encaminhamento à sala de recurso multifuncional, ao planejamento, a eficácia das intervenções, ao rendimento dos escolares. Nos documentos dos municípios identificamos que não prevê propostas pautadas na perspectiva da educação inclusiva; a avaliação da aprendizagem segue a legislação nacional e documentos orientadores da política educacional, no âmbito da educação especial, sem diretrizes mais objetivas, apenas apontando que deve ser contínua e cumulativa. Assim sendo, os resultados confirmaram a tese inicial de que não há arranjos educacionais em nível municipal no que concerne à orientação da processualidade da avaliação da aprendizagem de escolares com deficiência intelectual. Concluímos, portanto, que a política municipal não evidencia em seus documentos a autonomia prevista na legislação nacional para sua atuação local, considerando a descentralização da gestão pública municipal relativa ao seu sistema educacional, para que as ações intersetoriais aconteçam de forma a atender à necessidade local de forma efetiva e democrática.
Learning assessment, although conceptually discussed a lot, has not been presented as a way of overcoming its meanings related to the classification, selection or generation of statistical data, even in the face of the inclusive perspective and, in particular, in relation to the learning of students with intellectual disabilities. In view of this, this study aimed to investigate and analyze the perspective of inclusive education and the process, the challenges and possibilities of guidelines or references on the phenomenon of evaluating the learning of students with intellectual disabilities, based on national documents, municipalities of Porto Velho and Cacoal and scientific productions through the tension between national, local and scientific perspectives. Our thesis is that although national and municipal documents can establish a proposal for inclusive education and special education as a transversal support to schooling, more precise guidelines on educational organization and school practice based on the diversity of biopsychosocial conditions of different students are still lacking. Without signaling changes in the various aspects that make up the educational act, such as the assessment of learning, in its general context and, more specifically, considering the particularities of students with intellectual disabilities. The conduction of the research, of a theoretical nature, made use of a literature review and documental research of primary and secondary sources, organized in national guiding documents, academic productions and documents from Porto Velho and Cacoal. Among other research results, we highlight, initially, in the area of intellectual disability, the controversy between the condition of use or not of the report to offer the specialized educational service and the identification evaluation, to fill in the School Census in order to receive resources public. In addition to these aspects, it was observed that the different objectives of the learning evaluation are related to the referral to the multifunctional resource room, to the planning, the effectiveness of the interventions, to the performance of the students. In the municipal documents, we identified that there are no proposals based on the perspective of inclusive education; learning assessment follows national legislation and educational policy documents, within the scope of special education, without more objective guidelines, just pointing out that it must be continuous and cumulative. Therefore, the results confirmed the initial thesis that there are no educational arrangements at the municipal level regarding the orientation of the process of evaluating the learning of students with intellectual disabilities. We conclude, therefore, that the municipal policy does not show in its documents the autonomy provided for in national legislation for its local action, considering the decentralization of municipal public management regarding its educational system, so that intersectoral actions take place in order to meet the local need effectively and democratically.
Learning assessment, although conceptually discussed a lot, has not been presented as a way of overcoming its meanings related to the classification, selection or generation of statistical data, even in the face of the inclusive perspective and, in particular, in relation to the learning of students with intellectual disabilities. In view of this, this study aimed to investigate and analyze the perspective of inclusive education and the process, the challenges and possibilities of guidelines or references on the phenomenon of evaluating the learning of students with intellectual disabilities, based on national documents, municipalities of Porto Velho and Cacoal and scientific productions through the tension between national, local and scientific perspectives. Our thesis is that although national and municipal documents can establish a proposal for inclusive education and special education as a transversal support to schooling, more precise guidelines on educational organization and school practice based on the diversity of biopsychosocial conditions of different students are still lacking. Without signaling changes in the various aspects that make up the educational act, such as the assessment of learning, in its general context and, more specifically, considering the particularities of students with intellectual disabilities. The conduction of the research, of a theoretical nature, made use of a literature review and documental research of primary and secondary sources, organized in national guiding documents, academic productions and documents from Porto Velho and Cacoal. Among other research results, we highlight, initially, in the area of intellectual disability, the controversy between the condition of use or not of the report to offer the specialized educational service and the identification evaluation, to fill in the School Census in order to receive resources public. In addition to these aspects, it was observed that the different objectives of the learning evaluation are related to the referral to the multifunctional resource room, to the planning, the effectiveness of the interventions, to the performance of the students. In the municipal documents, we identified that there are no proposals based on the perspective of inclusive education; learning assessment follows national legislation and educational policy documents, within the scope of special education, without more objective guidelines, just pointing out that it must be continuous and cumulative. Therefore, the results confirmed the initial thesis that there are no educational arrangements at the municipal level regarding the orientation of the process of evaluating the learning of students with intellectual disabilities. We conclude, therefore, that the municipal policy does not show in its documents the autonomy provided for in national legislation for its local action, considering the decentralization of municipal public management regarding its educational system, so that intersectoral actions take place in order to meet the local need effectively and democratically.
Descrição
Palavras-chave
Avaliação da aprendizagem, Deficiência intelectual, Porto Velho, Cacoal, Learning assessment, Intellectual disability
Como citar
Corrêa, Márcia de Fátima Barbosa. Avaliação da aprendizagem de escolares com deficiência intelectual em Porto Velho e Cacoal: desafios e possibilidades. Universidade Estadual Paulista (Unesp), 2022.