Fazeres docentes e avaliação: um estudo de caso à luz da complexidade

Abstract

This research carried out within the scope of the Henrique Talone Pinheiro Municipal School, located in the Palmas -TO, sought to understand if the perception of evaluation of teacher learning in the initial years of elementary school, indicates a proximity to the referential of the epistemology of complexity and transdisciplinarity . In order to do so, we used the case study with a qualitative approach to help us understand the data from interviews with 6 teachers, classroom observations and documentary analysis. Through the organization of data, it was possible to glimpse that some pedagogical actions crave to break with traditional modes of teaching in order to achieve an interdisciplinarity, however there is no clarity about this approach, which ends up being confused with multidisciplinarity, maintaining its purpose in the disciplinary field, interspersed by the traditional approach, so it was not possible to perceive the integration and interaction of the social actors of the school in favor of an interdisciplinary project as it appears in the Political Pedagogical Project. Regarding the evaluation of learning, there is confusion about the meaning of the concept of formative evaluation, in which the numerical data representing a balance of institutional performance, end up becoming synonymous with evaluation and incur the subtlety of classification (VILLAS BOAS, 2012). although all are concerned with learning, they restrict evaluation to results. The analyzes indicate that there is the intention of changes, which is if it is configured as an important advance, but without the necessary clarity, practices end up anchoring in the safe place that is expressed in the linearity of teaching that still stands out as transmissive. Therefore, the epistemological references of the complexity interwoven by the transdisciplinary approach, encourage us in the understanding of the evaluation of learning as a practice capable of contributing substantially to the development of the potential possibilities of changes in the educational scenario.