A AVALIAÇÃO DA APRENDIZAGEM NO INSTITUTO FEDERAL DE GOIÁS – CAMPUS ITUMBIARA: VIVÊNCIAS E DESAFIOS NO ENSINO MÉDIO INTEGRADO

Abstract

The present work addresses the evaluation of learning, in the first years of technical courses integrated to high school at the Instituto Federal de Goiás - Campus Itumbiara. In order to carry out this study, we considered the conceptions of evaluation defended by Domingos Fernandes (2009) such as: summative, classificatory and excluding evaluation and the concept of formative evaluation, as the one capable of providing different paths for students' learning. The general objective is to analyze how the appraisals of learning have been practiced and perceived in the institution from the perception of students and teachers, mapping the problems faced. The research is of a qualitative approach, of the case study type, bibliographic review and documentary research were carried out, with the analysis of academic regulations, pedagogical projects of courses and course menus. Semi-structured interviews with teachers and focus groups with students will be used. The data were evaluated through content analysis from the perspective of Bardin (2009). As required by the Graduate Program in Professional and Technological Education, the objective was to offer an educational product - the result of research - that is configured as a Pedagogical Support Book, with impressions collected from students, in focus groups, from teachers during interviews, and proposals for formative assessments for integrated teaching. Focus groups and interviews with participants made it possible to recognize the need to build material capable of providing teachers with new possibilities for the construction of formative assessment with classes. Therefore, in addition to the traditional models of assessment such as tests, seminars and exercise lists, cited by students as commonplace and of little contribution to learning, we present new methodologies. Thus, it was possible to conclude that, despite the lack of experience in working with formative assessment, both teachers and students denounce the need for a less classificatory and exclusionary assessment and more welcoming and able to demonstrate whether learning is actually happening. For this reason, we believe that the Educational Product presented here can contribute to the paradigm shift in the assessment of learning used in the institution participating in the research and other locations that are willing to use the material provided.