AVALIAÇÃO ESCOLAR NUMA PERSPECTIVA INCLUSIVA: UM ESTUDO DE REVISÃO BIBLIOGRÁFICA

Abstract

This study, linked to the Education, Childhood and Diversity Research Line, of the Postgraduate Program in Education, of the Federal University of Mato Grosso do Sul, Campus of Três Lagoas, had the general objective of presenting a scenario of research carried out at the level of master's and doctorate degrees that discuss evaluation from an inclusive perspective in our country. Specific objectives were defined: to raise the number of theses and dissertations that had as their object of study evaluation and/or evaluation practices from the perspective of school inclusion and/or inclusive education; identify and discuss the concepts of evaluation and school inclusion adopted in the selected works; point out the theoretical-methodological approaches to research; and discuss the results, conclusions and contributions of the studies. It took as its object of investigation the studies found that deal with assessment from an inclusive perspective, produced in the area of Education, which discuss the topic regardless of the conception and/or study perspective addressed. In terms of methodological frameworks, a quantitative-qualitative, bibliographical, exploratory, state-of-knowledge research approach was used, without a time frame defined a priori. The mapping of productions (theses and dissertations), carried out in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD), produced between the years 2006 and 2020, which was not configured as a time frame, but the period referring to the publications of the works that were found and selected for the study in question. The search resulted in the selection of twenty-eight studies produced in Brazil, revealing an insignificant number of works considering the criteria stipulated for this investigation. The qualitative analysis of the data found was based on two categories of analysis, namely: concepts of inclusion and school evaluation. Regarding the concepts of School Inclusion, the results point to the predominance of the concept of Education for All in regular schools, as well as showing the predominance of Special Education when dealing with Inclusion and School Assessment. Regarding the concepts of School Assessment found in the works, there is a predominance of the most recurrent ones in the discussions, such as: Procedural or Formative Assessment; Diagnostic Assessment and Mediational Assessment. The scenario found showed that there is no work with the concept of school assessment assumed as a reference in this study, which is to “create” new ways of evaluating, as Sandra Corazza points out.

Keywords: School Assessment; School inclusion; Difference; Diversity; State of knowledge.