Avaliação na contrarreforma do ensino médio: o que revelam os casos de ensino produzidos com professores

Abstract

The implementation of the “New” Secondary Education in 2022, under the terms of Law No. 13,415, sanctioned on February 16, 2017, brought with it new paradigms, especially about assessment processes. Teachers who work at this stage face different situations related to assessment, both on a global scale and in the classroom context, which reflect different conceptions of education and teaching. This study aims to understand the experience of teachers in the Counter-Reformation of Secondary Education in relation to evaluation processes within the school environment. The study is based on the principles of (auto)biographical research, which promotes reflection on pedagogical practices and life experiences, such as Mendes and Miskulin (2017). We use Teaching Cases as research devices in the production of research sources, to consider the powerful elements to mobilize reflections and enable the professional development of participants. The interpretative analysis follows the perspective of three times: pre-analysis/cross-reading, thematic reading and interpretative reading, inspired by the studies of Souza (2004). Additionally, we developed an educational resource in podcast format, based on Teaching Cases produced by teachers, emphasizing assessment in the context of the counter-reform of Secondary Education. The results indicate that the pedagogical experience reflects on practice and evaluation, promoting integration between academia and basic education, highlighting the importance of reflection and pedagogical adaptation. Considering then that it is urgent to review traditional evaluation practices, internal and external, that prioritize goals to the detriment of learning and thus defend an evaluation that enhances pedagogical practice and that meets educational objectives.