A avaliação no 1º ciclo do E.F: um estudo de caso do 3º ano da Escola M.E.B. Padre Epifânio Moura

Abstract

One of the topics that has been debated and questioned in the context of educational policies is evaluation, mainly to understand how it is experienced in the school field and in the act of evaluating the perspectives and practices of the teacher. The purpose of this study is to analyze how the evaluation process has taken place in the 3rd year of the 1st Cycle of Literacy in Elementary School in a municipal school in Pariconha-AL. For this, interviews were conducted with three teachers who worked in this school cycle, seeking to identify and understand from their lines, the experiences and perceptions about the practice of school evaluation. Among the results of this work, we highlight the difficulties faced by the students and the teachers who work at this school level, since they are used to receive children with different levels of learning in relation to literacy. In order to minimize such difficulties, they report using different didactic strategies in order to make learning contextual and meaningful. Regarding the educational system based on cycles, the three teachers emphasized that they did not agree with this model, especially with the automatic progression, with the justification that most of the students reach the 3rd year without being minimally literate, bringing to the teachers the mission to try to literate them in a short period of time. With this, we conclude that it would be interesting to evaluate if the problem really arises from the implantation of the system of cycles or the methods used by the teachers or if all this is consequence of a bigger problem due to the lack of valorization of the public education in the country. In this way, we understand that there must be a union throughout the school and society, in which they seek positive strategies for teachers and students, deciding the best way to go in search of the quality of literacy.