DIMENSÕES SUBJETIVAS NA PREPARAÇÃO DOCENTE PARA A AVALIAÇÃO DA APRENDIZAGEM DE ESTUDANTES SURDOS

Abstract

The main objective of the research was to analyze the heuristic value of the subjective dimensions involved in the preparation for the exercise of the teaching profession as subsidies to work the theme of learning assessment of deaf students. The research was carried out through the collaborative elaboration and execution of a continuing education course for teachers carried out remotely, with the theme of Assessment of learning for deaf students. The work uses as theoretical basis the Theory of Subjectivity in its cultural-historical perspective. As an epistemological base, we used the Qualitative Epistemology - QE, which has as its foundation the foundations of Qualitative Research and its unfoldings in the Constructive-Interpretative Methodology, which implied the use of information inductors: dialogue interviews, the complement of phrases and conversational dynamics. To this end, we used inductors through communication technology. Based on the research, we concluded that: 1) The category of learning is related to the act of planning through mobilizations of subjectivities during the course, aiming at the intentionality of learning from reflections in the action of pedagogical work and the established links. 2) The main theoretical contribution of this research refers to advances in the understanding of the heuristic value of the subjective dimensions involved in the preparation for the teaching exercise as subsidies to work the theme of learning evaluation of deaf students. 3) For the success of the teaching preparation, it is necessary to develop resources to build the learning space, whether physical or virtual as in our case, as a social space, consisting of relationships and affective ties, thus contributing to the generation of differentiated subjective resources, allowing subjectively configure the action of learning. 4) The methodological contribution of the research is in the process of theoretical construction about the subjective dimensions of the learning process of the teachers involved in teacher preparation, expressing itself as a differentiated methodological approach, which allows advancing on understandings focused on their subjective development, a condition that traditionalist methodological approaches do not contemplate. 5) As practical contributions, we point out the need to propose different strategies for teacher preparation aimed at assessing the learning of deaf students from an inclusive perspective, recognizing and valuing the subjective dimensions of the learning process, highlighting the theoretical dimension of their ideas and the stimulation and promotion of the creative nature of learning. 6) The heuristic value of the subjective dimensions involved in the preparation for the exercise of teaching lies in the subjective dimension of the theory to understand the needs and interests of teachers in view of their social reality. Thus, the recognition of subjective dimensions is an important intellectual tool to produce meanings about the information that emerges in the spaces. Based on the constructions presented, we defend the following thesis: the preparation for the exercise of the teaching profession in the perspective of inclusive education should consider the subjective dimensions of the learning process to promote the subjective development of those involved, breaking with the proposals of previously formatted courses, which do not consider the specificities and needs of the participants. Keywords: Subjectivity Theory; Continuing Teacher Education; Learning Assessment.