EVALUATION OF LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION

CONCEPTS BASED ON THE APPLICATION OF AN EDUCATIONAL PRODUCT

Abstract

Reflecting on assessment in the educational context as a historical and dialogical process presupposes understanding students as subjects of their learning. In light of this understanding, this study begins with the following question: what are the conceptions of IFC-Brusque educators about learning assessment in Integrated High School Education? For this study, the information was collected from the application of an Educational Product in the format of a thematic workshop, and was interpreted from Discursive Textual Analysis (MORAES, 2003). The data indicate that the participants understand that it is necessary in Professional and Technological Education to use learning assessment processes close to the formative concept, as well as from the conception of assessment as a constituent element of the educational process. However, in their practices, they turn to the frequent use of classificatory assessment instruments and even though their intentions move towards the assessment conception in a more dialogical perspective, their practices describe the use of traditional, naturalizing models focused on the behavioral change of students.