Avaliação na/da educação básica do campo: diagnóstico e inovação em escolas municipais de Pedras Altas/RS

Abstract

This critical reflective report refers to the Intervention Project carried out in three rural schools in the municipality of Pedras Altas/RS, located in Agrarian Reform Settlements, with the aim of describing the evaluation process practiced by their teachers and promoting their professional development in this activity. At the beginning of the work, the evaluative methods used by the teachers were observed and an exploratory research was conducted through a questionnaire specially produced for this purpose. Based on this diagnosis, I elaborated an analysis of the students' assessments in these schools considering the local reality, the theoretical conceptual references and the main normative precepts. Among the chosen authors, there are CALDART (2002; 2009), AFONSO (2013), LUCKESI (2012; 2015); ESTEBAN (2013) and HOFFMANN (2005). From the national legal order, I selected elements of the Law of Basis and Guidelines for National Education and the National Council on Education, such as guidelines for Rural Education and the National Curriculum Common Core; of municipal legislation, I highlighted the Municipal Plan for Education. Subsequently, I wrote the Intervention Project, which was approved by the examining committee on 12/20/2019. However, due to the Coronavirus pandemic - COVID-19, which also affected the southern border region of Rio Grande do Sul and interrupted on-site activities in schools, it was necessary to modify the planned process in its content, procedures, materials and agenda, in order to maintain the objectives and adapt to the new circumstances of planning and delivering teaching with the precarious information and communication technologies available in the locality. The main activities carried out, with the purpose of professional teacher development, were small group studies and reflections on the educational assessment process, through selected readings and videos to support a deeper and more critical understanding of traditional assessment practices and innovation proposal for evaluation in rural education, at the time of emergency remote teaching and when returning to face-to-face classes. Due to the social reality and particular circumstances of each school and each teacher and principal, among those who agreed to contribute to the work, it was also necessary to adapt time and technology: the work ended up being done according to the availability of each one, through a study group organized on WhatsApp. Adapting to the reality of the moment in order to understand the evaluation process within the context of rural education was the main strategy for relative success in achieving the central objective.