Resumo:
Assessment for Learning is the subject of this Course Completion Project, focusing on the Education of Young People, Adults and the Elderly (EPJAI), looking at the assessment practices developed in a school in the city of Candeias/BA, from a Freirean perspective. Therefore, the general objective of this work was to analyze whether the Assessment for Learning practices developed in the Education of Young People, Adults and the Elderly (EPJAI) in this public municipal school in Candeias-BA, dialogue with the principles of Freirean pedagogy. For the construction of the work, we chose descriptive-analytical research as the methodology and used the following methodological procedures: 1) bibliographic survey referring to EPJAI in the city of Candeias/BA and to Assessment for Learning; 2) Field research conducted in a school that offers EPJAI, with a printed questionnaire intended for the teacher working in this Educational Modality. After that, we analyzed the questionnaire responses, aligning, relating, and reflecting on how these practices dialogue with Freirean pedagogy. A teacher working in a public school, in the Literacy class of EPJAI, answered a questionnaire in which she mobilized knowledge about an Assessment as an act of monitoring and development of formative and emancipatory assessment practices, which overcomes the exclusionary, traditional, and classificatory logic of the exam. The research results indicate that the assessment practices developed by this teacher dialogue with the principles of Freirean pedagogy because they promote learning, autonomy, critical thinking, and the emancipation of the people involved. In conclusion, we realize that these strategies indicate paths for assessment practices committed to inclusion and social transformation, in line with the precepts of Freirean pedagogy, which is loving, ethical, and committed to a fundamental right: Learning.
