Mestrado Profissional em Educação

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http://repositorio.ufes.br/handle/10/17593

Nível: Mestrado Profissional
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Navegando Mestrado Profissional em Educação por Autor "Almeida, Helen Silva de Lima"

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    PRÁTICAS AVALIATIVAS COM ALUNOS PÚBLICO-ALVO DA EDUCAÇÃO ESPECIAL: UM ESTUDO FENOMENOLÓGICO
    (Universidade Federal do Espírito Santo, 2021-09-21) Almeida, Helen Silva de Lima; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; https://orcid.org/0000-0002-3947-2385; http://lattes.cnpq.br/4243979068537272; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Silva, Angela Maria Caulyt Santos da; https://orcid.org/0000-0003-1028-4265; http://lattes.cnpq.br/8301752362604267
    This is a research for a professional master's degree in Education and aims to unveil, supported by a phenomenological study, how teachers describe their assessment practices, in relation to the target-audience students special education, with a view to school inclusion. As for the methodology, the phenomenological approach was used, presenting the eidetic/living sense of the experience. Regarding the theoretical foundation, three concepts by Yolanda Cintrão Forghieri (2019) were listed that constitute an important support for this study: being-in-the-world, temporalizing and specializing; and also used the definition of empathic listening, by Carl Rogers (1997). As instruments for obtaining the data, interviews were used with the reports of the experiences of the subjects involved in the research; field diary, with an exhaustive description of the phenomenon; and version of meaning, with the immediate description of the lived experiences. Through the dialogue between theory and what was experienced, reflections were presented on evaluating and including, and all the unfolding of public policies that intertwine the process of inclusion/exclusion of students, the target-audience of special education. Therefore, it contributed to a reflective action to understand how inclusive assessment is directly linked to a historical and social context. The research was intended to instigate teachers to a process of self-reflection regarding their practices, pushing them to the need for an understanding of democratic evaluation and the possibility of using instruments that enable inclusion. From the understandings reached, video classes were created for the YouTube channel of the Research Group on Phenomenology in Education (GPEFE) of the Federal University of Espírito Santo (Ufes), with the series “phenomenology minutes”.In a phenomenological study, there is no intention to intervene in reality, but to present its disclosure based on listening to experiences, without interference from the researcher.