Resumo:
In this thesis, a prototype of “Critical-dialogical instructional design” is developed for collaborative training in institutional assessment based on a municipal early childhood education school in Salvador/BA. This prototype was developed based on the praxis of educators, taking into account the need to encourage the construction and diffusion of collaborative knowledge about institutional assessment. It aims also to contribute to (re)thinking this assessment and its functionality, beyond the standardized assessment perspective which promotes control and regulation of educational establishments by the State, considering the lack of training on educational assessment within the scope of basic education. We therefore opted for the Design Based Research (DBR) methodological approach in line with Freire's Theory of Dialogical Action, originating in the Dialogical DBR, composed of a cycle of four complementary phases. Therefore, exploratory research with a qualitative nature was initially carried out, which enabled a systematic bibliographical survey, a factor that provided greater familiarity between researchers, studies and scholars who dealt with the topic, thereby triggering three theoretical categories that supported the designed training proposal, namely: instructional design, collaborative training and institutional assessment. The data produced collaboratively between the study participants were structured, organized and analyzed through critical-dialogical data analysis. Consequently, the relevance of thinking about and designing spaces and times for the collaborative training of educators was demonstrated, through the appreciation and use of their experiences, knowledge and practices arising from professional practices.
