Evaluation is a subject that is inserted in the most knowledge diverse areas and in formal and
non-formal spaces, whether in the ambit of school education or in other spheres and social
organizations. Nevertheless, in the school space, a series of discussions and expectations
regarding its actions, purposes and developments are been generated in the course of the history
of education. In this sense, this research had the general aim of analyzing the learning evaluation
contribution related to promote the Integral Human Formation of finalist students from the
Integrated Technical Course in Agriculture, campus Eirunepé (2017-2019). This study was part
of the Educational Practices in Professional and Technological Education (EPT) research line,
specifically linked to the Macroproject 3 - Educational Practices in the Integrated Curriculum,
according to ProfEPT/2018 Regulation. This was a qualitative research based on the dialectical
method of case study strategy – and used bibliographic and documentary research, conversation
circles, participant observation and interviews –, which intended to analyze the processes and
aspects that involved the theme and the participants (students and teachers) through the
collected data. After the collection, the data were submitted to content analysis within the
Bardin (2016) proposal. Among the main theoretical references in the Professional and
Technological Education field, as well as in the Integral Human Formation field, we used
Ciavatta (2005), Frigotto (2012), Moura (2007; 2015) and Ramos (2008) ideas. Considering the
learning evaluation, the theoretical support was Esteban (2003), Freire (1996), Hoffmann
(2003; 2014), Libânio (2006), Luckesi (2000; 2011), Perrenoud (1999), Vasconcellos (2014)
and Zabala (1998), among other scholars. In this context, we highlight the evaluation formative
perspective as a theoretical parameter in the field of evaluation to support observations and data
analysis. Based on the information found in this research, as an Educational Product, it was
elaborated an Evaluation Course in Booklet format (printed and digital), which has as target
audience the Integrated High School teachers, in order to provide a contribution to the
improvement of quality evaluation processes. From the obtained data, we noted that the basic
conditions for a learning evaluation which favors the Integral Human Formation on Integrated
High School, should prioritize all the students considering their multiple learning capacities and
externalization of what they learn. As we believe, just relying on understanding of the students
in their completeness, it will be possible to evaluate them with equity, seeing the teaching and
learning actions resizing in order to it can move towards its human development and plenary
formation.
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