Avaliação das aprendizagens e deficiência: uma proposta de possibilidades para além da quantificação

Abstract

The present study, conducted at the Pedro Paulo Neto State School, located in the municipality of Divino (Minas Gerais), belonging to the Regional Superintendence of Education of Carangola, investigates the school routine of 08 (eight) students with Pervasive Developmental Disorder (PDD / ASD). Included in this group are students with classic Autism, Asperger's Syndrome, Disintegrative Disorder and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), who present major impairments to school adaptation and learning disabilities. In addition to the historical trajectory of inclusion in education, theoretical-scientific concepts related to the syndromes and the possibilities of academic intervention in the stages of the learning process are addressed. In this context, the result of the investigation around the strategies of evaluation of the school performance of the respective students shows the evaluation instruments used by the Support Teachers and the forms of registration of the concepts, used by the School. It is understood that, in an inclusive school, assessment methods must take a proportion beyond merely classificatory conceptions, taking into account that quantification does not encompass all the dimensions to be assessed. Thus it creates interest and need from the area of Management and Evaluation of Public Education, of an analysis of the evaluation methods that the School implements for students with PDD / ASD, and what strategies they use to qualify and quantify the development of learning in order to propose a critical-reflexive attitude towards the evaluation process. The methodological proposal of case study and the collection of information and data through official educational systems, the files of the Specialized Academic Instruction (SAI) and the school documents allowed us to present considerations about the paradox between integration and inclusion; inclusion in education and quality of teaching; and educational and evaluation of students with PDD / ASD. The presented action plan aims to interfere in the portrayed reality, to improve the academic practice of the school and to be configured as a parameter for the other public schools of the district.