Avaliação e prática pedagógica inclusiva: percepções dos professores da Rede Municipal de Educação de Iporá – GO

Abstract

The action of evaluating, including and learning are inseparable from all human activity, and are also linked to the constitution of their knowledge. In the teaching-learning and assessment process, students have the opportunity to learn, interpret, reflect, organize and reorganize their individual learning and development processes. This investigation with theoretical support in the studies of Maria Tereza E. Mantoan; Cipriano Luckesi; Orly Mantovani de Assis and her collaborators, had as general objective to analyze the evaluation perceptions of a sample of elementary school teachers from the municipal education network of Iporá-GO, and as specific objective to verify the level of difficulty in three dimensions: learning, inclusion and pedagogical action. A random sample of 59 teachers who work from the 1st to the 5th year of Elementary School was constituted. With the use of two instruments: a Free Evocation based on the concept of evaluation and a Likert Scale that addresses teachers' difficulties in three dimensions: pedagogical actions, inclusion and learning. There has been relative progress in terms of the perception of assessment as a learning process, but the center of success or failure is still the student, if something goes wrong, it is all the student's fault, if he does not learn it is also the fault he has the full weight of the assessment, whether negatively or positively. Assessment is related to learning, inclusion and the teacher's pedagogical practice, but in the teachers' perception, the focus of assessment is still measuring and measuring, this is not perceived as a formative and mediating proposal. A strong correlation was found between pedagogical practice, inclusion and learning. The teacher who has difficulty with the pedagogical action also has difficulties with inclusion and learning. Variables such as age, stage in which they work, education, professional profile and entry method did not show any significant difference. Difficulties with inclusion were highlighted especially in terms of professional experience, teachers with less experience (1 to 5 years) also have less difficulty than those with more professional experience, the former feel more comfortable to perform inclusion, seem better adapted change and deal with challenging situations.