Concepções e perspectivas da avaliação da aprendizagem da proposta pedagógica para as áreas da Reforma Agrária Popular: uma análise do parecer descritivo

Abstract

Assessment is a widely used resource in various fields. In education, it is very present, and its purpose, traditionally, is to measure how well students have appropriated the content, as well as to verify the reach of the teaching method. Assessment records in most schools follow the hegemonic model, which uses a numerical format (grade) to measure learning. However, other recording formats exist. The schools in the camps and settlements of the Landless Workers' Movement (MST) in Paraná, which work with the Human Formation Cycle with Study Complexes, have instituted the Descriptive Report, which is a report of the learning process. Our objective in this work was, in general, to analyze the proposal for recording the learning process and the evaluative result through a descriptive report in the MST's educational proposal, whose conception, since its constitution, has contradicted the hegemonic system. And specifically, to understand the social function of assessment and its organization; to identify, within the political organization of the social movement, the elements that contribute to the pedagogical work for the construction and maintenance of the proposal; and to recover the process of creating the proposal, with the descriptive report, which enables a broad learning process linked to the life history of the students. For this purpose, we methodologically used bibliographic and documentary research, interviews with educators and researchers who, through oral history, recounted the process of elaboration and implementation of this proposal. As a result, we recovered the principles of this proposal and understood how they have been addressed by the collectives that develop education in the areas of Agrarian Reform, and we analyzed the perception of the subjects involved, considering what was objective in the construction of the proposal with what is presented in this period of technological immersion in the daily school routine. Broadly speaking, the understanding is that there is a need for some adjustment, together with the State Department of Education, in the organization of the processes so that they do not limit or exclude the students, with the effective participation of the Camp and Settlement Schools. There is an understanding that the imposition ofplatformizationsDisputes have intensified in the recent period, and resistance to maintaining the educational proposal needs to take on greater dimension, with a view to upholding the right to develop it with all its elements, aiming to guarantee and improve the teaching-learning process for students.