Avaliação da recuperação da aprendizagem em escolas públicas do ensino fundamental

Abstract

This study discusses the recovery process of learning in public primary schools. The intention of the problem was "The recovery process of learning schools of Santos provides students of elementary school training, working conditions and opportunities for success in learning for continuing their education?", with the overall goal: "Identify and evaluate the recovery process of learning of the students of local elementary schools of Santos (SP)". It was adopted as the theoretical assumptions of the formative evaluation of training practices and differentiated pedagogy, supported by Abrecht (1994), Allal (1986), Perrenoud (1999/2000/2002), Cardinet (1982), Cappelletti (2005), Abramowicz (2005) and others. The qualitative research used the following procedures: analysis of official documents of the recovery rooms of learning; analysis of Federal, State and Municipal legislation; participant observation during the year 2009 in two public schools and weekly follow-up in three recovery rooms, as well as moments of collective participation of the school; interviews and individual questionnaires with teachers of recovery, academic advisor, director and assistant director of two schools, and analysis of theses and dissertations that deal with the issue. The fieldwork of this study revealed that recovery can contribute to the learning of students having difficulties, for the practice carried out by the teachers demonstrates a differentiated alternative for the development and monitoring of teaching / learning process in favor of the students. The observation during the year 2009 concluded that the pedagogical practice of teachers is effective. This research revealed that a teaching / learning process that has at its center a training practice is a possible route for the Brazilian public school get a quality education