Pegadas do tema avaliação da/para aprendizagem nos trabalhos defendidos no Programa de Pós-graduação em Educação da Faced/UFBA: pesquisas na escola

Abstract

The present study aims to analyze which concepts and dimensions of Evaluation of/for Learning, with a focus on Elementary Education I, prevailed in the master’s theses produced in the PGEDU/FACED/UFBA program from 1972 to 2024. Our investigative lens was directed at the theses defended in the Graduate Program of the School of Education at the Federal University of Bahia, which conducted field research with schools or education professionals working directly in the first five years of Elementary Education. Researching Evaluation of/for Learning in the school context proved to be a learning journey to understand the dynamics and contradictions surrounding evaluative practices and pedagogical work. To carry out this study, we conducted a Bibliographic Review that allowed for an in-depth exploration of the subject by identifying, compiling, organizing, and rigorously analyzing the knowledge produced within the proposed time frame (works defended between 1972 and 2024). This effort contributes to reflections and advancements in studies on Evaluation of/for Learning. Based on this, we adopted a Descriptive-Analytical methodology with a qualitative approach, considering five theses that specifically addressed the theme of evaluation in the contexts of schools within the first stage of Elementary Education.

The results revealed that the authors of the theses interviewed teachers and coordinators from both public and private schools, aiming to gain deeper insights into the evaluative practices used in those contexts. They unanimously emphasized the importance of moving beyond mere examination practices to embrace a more meaningful approach to evaluation. In conclusion, it is evident that further research is necessary to engage in dialogue with teachers and students about evaluative practices, striving to understand how these practices are developed and how they can be enhanced from the perspective of the key actors directly involved in the teachinglearning process.