Avaliação emancipatória no Rio Grande do Sul: atuação de professores na área de ensino de ciências da natureza

Abstract

The implementation of the Polytechnic High School in Rio Grande do Sul, in 2012, brought a new proposal of evaluation, emancipatory type, which constitutes an evaluative process through a democratic practice. In this sense, the present work aimed to investigate understandings that teachers of the Natural Sciences area have regarding the implementation of emancipatory assessment and how they have developed this assessment. The research was qualitative and, as instruments, semi-structured interviews and a literature review of works published in state events were conducted. Data analysis was guided by Discursive Textual Analysis, based on three analytical categories: (i) Disciplinary versus Interdisciplinary; (ii) Note versus Opinion; and (iii) Student Approval. It points out the need for more subsidies and greater supply of teacher training related to the evaluation process, as well as the promotion of discussions on interdisciplinarity among teachers in the area of ​​Natural Sciences.