Tessituras na construção de uma pesquisa de intervenção pedagógica: a avaliação da aprendizagem em pauta

Abstract

This dissertation, entitled “Weavings in the Construction of an Educational Intervention Research: Learning Assessment in Focus,” linked to the Graduate Program in Curriculum, Languages, and Pedagogical Innovations of the Professional master’s in education at the Federal University of Bahia, investigated the perceptions of faculty at the Federal Institute of Espírito Santo (IFES) – Viana Campus regarding learning assessment in the Technical Course in Logistics Integrated with High School. Among the challenges analyzed, the central problem consisted of inquiring, based on the faculty perceptions, about the existing gaps in the assessment process, especially concerning ensuring an assessment that truly encompasses the comprehensiveness of education. This meant going beyond verifying strictly cognitive aspects to also include the socio-emotional development of students and the specific technical competencies inherent to professional education. Faced with this scenario, the study adopted a proactive stance, materialized in the development of an extension course as a Technical-Technological Product (PTT). The proposal was configured as a pedagogical intervention aimed at addressing the identified limitations, fostering assessment practices aligned with the principles of a comprehensive and emancipatory professional education, and contributing to the continuing education of IFES faculty. The research, qualitative in nature according to Minayo (2014) perspective, used the semi-structured interview as the main data production instrument, which, according to Gil (1991), allows for obtaining information about the opinions, beliefs, feelings, and values of the participants. Interviews were conducted with six teachers, divided between the propaedeutic and technical areas. The theoretical framework, based on classic and contemporary authors on assessment such as Perrenoud (1999), Hadji (2001), Luckesi (2011), Hoffmann (2005), and Freire (1996), provided support for data analysis and the development of the pedagogical intervention. As an educational product (Technical-Technological Product – PTT), a hybrid extension course was developed, entitled “Integrating Knowledges: Training in Learning Assessment for Professional Education Teachers.” The course embodies the principles of mediating and emancipatory assessment, constituting a concrete tool for intervention and support for the continuing education of faculty at IFES Viana Campus. It is concluded that overcoming assessment models with classificatory perspectives requires a change in the assessment culture at IFES Viana Campus, with the creation of permanent spaces for collective reflection and a commitment to assessment understood as a dialogical, welcoming process at the service of student learning and emancipation.