O conselho de classe no CEPAE/UFG: implicações para a avaliação da aprendizagem e a organização do trabalho pedagógico

Abstract

The present study is situated in the line of research: Theoretical-methodological conceptions and teaching practices of the Postgraduate Program in Teaching in Basic Education of the Center for Education and Research Applied to Education of the Federal University of Goiás - PPGEEB / CEPAE / UFG and has as object of study the class council. It seeks to answer the central question: how is the class council held in CEPAE / UFG, and what are its implications for the evaluation of learning and the organization of pedagogical work? The general objective is to verify and analyze how the class council in CEPAE / UFG is carried out and its implications in the evaluation of the learning and the organization of the pedagogical work. The guiding questions of this study are: which social subjects are involved in the class council? What conceptions do these subjects have of the class council and how does their participation materialize? What proposal do the CEPAE / UFG documents bring to the realization of the class councils and how have they organized themselves? Which dialectical pair Objectives / Evaluation or Content / Method is evident in the class council? In this sense, we have as specific objectives: a) to identify the social subjects involved in the class council and analyze their conception of what class council is; b) analyze how the subjects participate in the class council; c) to analyze how the class council is organized and its coherence with the pedagogical project of the school; d) identify and analyze what dialectic pair (Objectives / Evaluation or Content / Method) is evident in the class council. The methodological procedure of this study is based on the qualitative research with the design in the case study, having as basis of analysis the basement in the historical-dialectical materialist method. In this sense, the class councils of the 9th grade classes (A and B) of the 2017 school year were observed. Our theoretical framework is referenced in the following authors, Dalben (1992, 2004), Freitas (2012), Luckesi (2008) (2000, 2013, 2014), Veiga (1995, 2001), Villas Boas (1998, 2010), and also based on a survey of scientific production on the subject. This study indicated that the class council has not exercised its democratic dimension rigorously and that the central category of the class council is the assessment of the disconnected learning of the dialectical pair objectives / evaluation, making the evaluation a bureaucratic, technical element, compromising the reflections the pedagogical process of the school.