PRÁTICAS PEDAGÓGICAS PARA ACESSIBILIDADE NA AVALIAÇÃO: O DESEMPENHO ESCOLAR DE ALUNOS COM NECESSIDADES ESPECIAIS NA ESCOLA BÁSICA

Abstract

This article presents an excerpt from research aimed at analyzing the flexible assessment process for students with special educational needs, in the second segment of Elementary School and High School. This theme is relevant due to the complexity of evaluating the academic performance of students whose demands cannot be met by an education system guided for homogeneity, based on a standardized, classificatory and meritocratic assessment model. It is an ethnographic case study, using as data collection instruments semi-structured interviews with educators and observation of teaching and assessment practices. The field research was carried out in three schools in the city of Rio de Janeiro, two from the private network and one from the public network, chosen because they adopted a flexible evaluation process. It is noteworthy that it is precisely regarding the evaluation of school performance that the characteristics of these years of schooling, with the segmentation of teaching by subjects conducted by different teachers, and the evaluation model with a strong emphasis and appreciation on the quantitative aspect, make the complexities of the school inclusion proposal. Data analysis revealed the contradictions and complexity of the school assessment process for these students and the possibilities of promoting inclusion and learning by making assessment procedures and instruments more flexible.