Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola

Abstract

The present study aimed to analyze the representation, participation and evaluation of learning from the multiple glances of the subjects that compose the space of the class council. It sought to understand how the participation and/or representation of students in the class council contributes to the assessment of learning and to democratic management in school. It was based on the assumption that the class council as a collective space with student participation can promote fairer and more democratic evaluation processes in school, as more dialogue and interaction is established between the subjects that make up the teaching and learning process. Based on the qualitative methodology, specifically in a case study, the research was carried out at the College of Application of the Federal University of Pernambuco, which has a class council with participation and representation of students. We did an analysis of the school documents pertinent to the standardization and functioning of the class council, as well as analyzed the Institutionalized Educational Political Project (PPPI) of the school institution, and also did interviews with teachers and with students representing classes of the 9th year of Elementary School of the Final Years, 2nd year and 3rd year of High School, and also observed some meetings of the class council during the academic year of 2016. The analysis of the data was carried out from the perspective of the technique of content analysis, taking the express messages explicit and Implicit in the documents and speeches and in the observations as source of the categories presented in this work. The class council is configured as a privileged space for analysis, dialogue and monitoring of student learning. Supported by the organization and the way of functioning that opens space for the student to participate, it becomes a space of conflict and dispute, but also of dialogue and negotiation between the subjects of the teaching and learning process, in that sense, the class council Besides being configured as a space to evaluate learning and teaching practices, is also a political space. And although the student participation in this collective space of evaluation is more in the form of presence than as an engagement, it is possible to observe that this participatory exercise succeeds in favoring the construction of more democratic processes in the school and collaborating so that the evaluation of the learning assumes the perspective To act in a more dialogic and formative way.