Educação Social no Brasil: avaliação

Abstract

The book is about assessment in Social Education, motivated by the conviction that it is necessary to detect the consequences of Social Education in different areas of society. It aims to introduce indicators for the assessment in Social Education in several educational contexts, in order to contribute to its strengthening as a field of education to be formalized and dealt with by the Brazilian public policies. With the intention of reaching the central scope, we include the following specific objectives: to discuss Social Education and assessment in different contexts; to categorize and to attribute meaning to the results obtained in the interviews and conversation circles; to detect the contents in the field records; and to analyze their bases for the construction of assessment indicators in Social Education. The theoretical and methodological framework that guides our studies is primarily anchored in Boaventura Sousa Santos (2009), with his southern epistemology and in Paulo Freire (1996), with popular education. We base our discussion about: Social Education in Nuñez (1999) and Müller & Rodrigues (2002); qualitative assessment in Brazil in Demo (1987), Saul (1988), Hoffman (1991), and Luckesi (1995); and other contexts regarding assessment in Social Education in Úcar (2014), Morales (2009), Camors (2012), Berndorfer (2014), and Sow (2015). The field knowledge came from experiences and opinions presented by the research subjects, by means of interviews and conversation circles. As a result of the research, we managed to construct nine guiding indicators for assessment in Social Education for various educational contexts, with the suggestion of guiding questions and a specific file. We suggest a summary of guidelines for the assessment in Social Education and we emphasize that the record of activities should be valued. We highlight that children and adolescents must assess while playing. The theme of assessment in Social Education as a reflection of experiences gave rise to the construction of a metaphor, a 'kaleidoscope', which condenses the totality of our understanding, and that may become an assessment toy in the future. We seek, with the research, to contribute to the production of knowledge in the field of Social Education, to inaugurate the research on assessment in the area in Brazil and to influence the development of a culture of systematic assessment in Social Education.