Práticas avaliativas durante a pandemia de covid-19: narrativas de professoras atuantes nos anos iniciais do Ensino Fundamental em Salvador/BA

Abstract

The general objective of this study is to understand the assessment practices developed by teachers working in the initial years of Elementary School in Salvador/BA during the Covid 19 Pandemic. In order to meet the proposed objective, we defined the following research question: How did teachers who work in the initial years of Elementary School I, in municipal schools in Salvador/BA, develop assessment practices during the Covid-19 Pandemic? The theoretical foundation was developed with the contribution of authors from the field of Evaluation, especially Fernandes, Esteban, Villas Boas e Luckesi. The feasibility of this research was organized based on a qualitative approach, using narrative research to emphasize the speeches of teachers from the 1st to 5th year of Elementary School who mobilized their memories and experiences through individual narrative interviews that dealt with Assessment in the period of Pandemic. After constructing the information, it was analyzed using the Meaning Nuclei analysis procedure, explaining the senses and meanings that the teachers undertook regarding the concept of Assessment and the development of assessment practices in the initial years of Elementary School. The results indicated that the didactic-pedagogical guidelines provided by the Municipal Department of Education (SMED) suggest practices based on the act of examining and not evaluating and, in this sense, there is an emphasis on the number of tasks carried out by students, in order to occupy time and maintain ties with the school. However, the conclusion of this research is that the teachers' evaluative practices during the Covid-19 Pandemic were developed with the greater objective of establishing a bond with students rather than monitoring the process of building learning curricular contents, with a view to the sensitive look of teachers in the face of the social vulnerability of children and their families. Such results reinforced the idea that Assessment involves affection, acceptance, commitment, pedagogical mediation and disposition of all subjects in the teaching-learning process.