Avaliação em educação especial : uma proposta de construção coletiva
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Data
2014-07-29
Autores
Sales, Suelen da Silva
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Universidade Federal do Espírito Santo
Resumo
This study aims to cooperate with the construction of a proposal of special education
evaluation for the Educational Department of Guarapari. This objective was
constructed along with the studies made by the National Observatory of Special
Education, in the state of Espírito Santo, where we noticed, among the administration
of special education, that schools already had work on it, although it was necessary
to systematize the practice of teachers of special education when in relation to the
evaluation process in its different perspectives. Therefore it was made a study of
scientific literature in which is possible to identify that the municipality of Guarapari
was not the only city without a plan to the evaluation of the student conducted to the
special education. In this way, collective spaces were necessary to the debate of this
thematic. As theoretical base of this study, we are supported by the historical-cultural
approach, especially on Vigotski studies such as human development, learning, zone
of proximal development and defectologia. We have accomplished a collaborative
research supported by another researcher which participates of the Childhood,
Culture, Inclusion and Subjectivity Research Group, and also with teachers of special
education, pedagogical and directors of that city in order to collaboratively promote a
proposal of evaluation on special education. The analysis consists in identifying the
experiences of the teachers along their narratives and carrying them to the theoretic
base for the construction of the proposal. We noticed that think of evaluation on
special education produced a knowledge about the thematic and revealed the
necessity of a closer relation of the educational department with evaluation
processes, mainly with the identification of the students who needs specialized
services. The learning evaluation was observed on the teaching processes, but the
teachers did not have studies to support this evaluation. In relation to the evaluation
for support and planning, there was a concern about teacher's support, deviating the
focus of how this planning could have repercussions on learning. Our perspective is
that this proposal constitutes more than a simple document, moving changings on
school and contributing to the inclusion of the students of the special education.
Descrição
Palavras-chave
Evaluation in special education , National Observatory of Special Education , Learning evaluation , Evaluation for identification , Evaluation for support and planning , Avaliação para apoio e planejamento , Avaliação da aprendizagem , Avaliação em educação especial , Avaliação para identificação