A avalia??o na educa??o integral das escolas municipais de Erechim/RS

The present study aims to investigate the evaluative practice in schools for Comprehensive Education in the municipality of Erechim, RS in the effort to understand how the evaluation is being made. The research is justified by the fact to understand the importance of a continuous, diagnostic, formative and meaningful evaluation in the students learning process in the Comprehensive Education, in a way that it can follow the teaching and learning processes between the regular education and the activities in the inverse shift, providing quality of teaching. From these aspects, the proposed study is to analyze the Political-Pedagogical Projects (PPP) of the Comprehensive Education schools of Erechim, RS, concerning the evaluation of the students, looking to draw a parallel between the information of the contents of the PPP of the schools with the documentation provided by the Ministry of Education (MEC) about the More Education Program of Comprehensive Education. The results of the research showed that the majority of schools have not constructed a specific PPP for the Comprehensive Education, using the same regular shift. In this sense, schools interact with each other, they present evaluation of the learning and teaching processes, considering the student as a whole. However, some Comprehensive Education schools make reference of the More Education Program, establishing the activities of the Program as complementary to the learning and teaching process, with the belief that there cannot be a separate evaluation of the curricular activities. Therefore, we can consider that the experience of Comprehensive Education through the More Education Program is recent in the municipality, but the evaluation made in schools are directed to the achievement of educational practices concerned with the development of the students.O presente estudo tem como finalidade investigar a pr?tica avaliativa nas escolas de Educa??o Integral do munic?pio de Erechim/RS, no esfor?o de compreender como a avalia??o est? sendo proporcionada. A pesquisa justifica-se pelo fato de se compreender a import?ncia de uma avalia??o cont?nua, diagn?stica, formativa e significativa na aprendizagem dos estudantes da Educa??o Integral, de modo que acompanhe os processos de ensino e de aprendizagem entre o ensino regular e as atividades de turno inverso, proporcionando a qualidade do ensino. A partir destes aspectos, a proposta de estudo ? analisar os Projetos Pol?tico-Pedag?gicos (PPP) das escolas de Educa??o Integral de Erechim/RS, no que se referem ? avalia??o dos estudantes, procurando tra?ar um paralelo entre as informa??es dos conte?dos dos PPP das escolas com os documentos disponibilizados pelo Minist?rio da Educa??o (MEC) sobre o Programa Mais Educa??o de Educa??o Integral. Os resultados da pesquisa apontaram que a maioria das escolas n?o construiu PPP espec?fico para a Educa??o Integral, utilizando o mesmo do turno regular. Neste sentido, as escolas dialogam entre si, pois apresentam uma avalia??o de acompanhamento dos processos de ensino e de aprendizagem, considerando o estudante em sua totalidade. No entanto, algumas escolas de Educa??o Integral fazem refer?ncia ao Programa Mais Educa??o, estabelecendo as atividades do Programa como complementares ao processo de ensino e de aprendizagem, com a credibilidade que n?o pode haver uma avalia??o separada das atividades curriculares. Diante disso, podemos considerar que a experi?ncia da Educa??o Integral atrav?s do Programa Mais Educa??o ? recente no munic?pio, mas a avalia??o realizada nas escolas est? direcionada para a concretiza??o de pr?ticas educativas preocupadas com o desenvolvimento dos estudantes