Práticas avaliativas de seis professores de matemática: uma reflexão para a inclusão escolar

Abstract

Based on the perspective of a school evaluation at the service of the teaching and learning process, we sought to investigate evaluative practices of six mathematics teachers who deal with students who have medical diagnoses and really have special needs for mathematical learning. In order to guide this investigation, the following question was elaborated and worked on: How are the evaluative practices of six mathematics teachers when dealing with classes that have students with diagnoses of Specific Functional Disorder (TFE) ) and demonstrate special educational needs for learning? We sought to recognize the evaluative practices that favor the inclusion of students with diagnoses as well as discuss the evaluative context. The nature of the research is qualitative in its interpretive nature. To collect the information, interviews were carried out with the six mathematics teachers in the northern region of the state of Paraná and with a psychopedago specialized in School Inclusion. After the transcriptions of the reports, the excerpts were selected to guide discussion, interpretation and inferences about the data collected. Throughout the research, the search was for evaluative practices that respected the difference beyond the specific adaptation of an instrument for some students. In this sense, this work also reinforces that formative assessment can be considered a possibility that allows to guide and optimize learning without the concern of classifying, certifying or selecting, providing the student with the development of learning, thus regulating the teaching and learning processes. The educational product of the research is a reflective account of the researcher's experience that addresses her experience in the classroom and the reconstruction of the concept of evaluating throughout the training process experienced when developing in the Master’s.