A concepção de avaliação e o projeto político pedagógico: estudo de uma escola municipal de Barra Funda/RS

Abstract

Faced with the changes that occur in the educational scene related to the assessment of learning, to the pedagogical and political project and to the school management, it’s realized that these issues need to be problematical constantly by the fact they are extremely important in the formation of the student’s knowledge and a fairer and equality society. In this sense, this research sought to know which conception of the assessment in the Political Pedagogical Project (PPP) of an elementary school in the municipal schools in the countryside of Rio Grande do Sul and what the implication of this conception of assessment for the teacher’s teaching practice and of the school management. To achieve this goal, the specific objectives were defined: a) Knowing the history of school assessment and the ways of assessment; b) Understanding thole of the Political Pedagogical Project in the teacher’s practice assessment; c) Analyzing the implications of the conception of the political pedagogical project of a school, in the teacher’s pedagogical practice and in school management. Faced with this, the methodological instructions from research are characterized by qualitative approach, performed by searching like case study, production of data through questionnaire and analyzed using the technique of content analysis. From this trajectory, the research showed that the conception of assessment expressed in school PPP is the mediator and humanized type, in order to qualify the process of teaching and learning. The school PPP was / is collectively constructed based on democratic principles and the school management is present, working with teachers on appropriate topics to the assessment of learning.