Avaliação, decolonialidade e práticas docentes

Abstract

This research arises from the light of a problematic that came from a personal uneasiness, from an affliction that frightens everyone who profoundly dedicates themselves for an educational profession. This questioning arose when we referred to this or that specific to the teaching profession. As far as our case is concerned, it is the teacher's evaluative practices that concerns us, more precisely in the following question: which exams should be applied with what kind of teaching methods and techniques that are not "colonial"?. It is the exams who disturb us; the definition of what practices to use in schools, also the teacher’s modus operandi in the classroom. All these questions are extremely important and necessary for teaching work, so these concerns and all others that appear in the school routine is due to the teacher. What bothers us is that, either we notice it or not, every teacher who crosses the classroom’s door poses this question: What decolonial expressions in teaching practices of the teachers, despite the colonial context imposed in brazilian’s public high schools in our day? Thus, we understand it as traditional issue, because it goes in the direction of the fundamentals that we believe to be. The study is characterized as a qualitative and documental research, with theoretical bibliographic research headed to the field of post-critical theories, where the main question is present in the title, we investigate the teaching profession in relation to the study of decoloniality and its disciplinary unfolding in evaluative practices, that is, in the classroom. These aspects are not opposed, they are, on the contrary, interconnected. To achieve this general objective, we divided our writing into four sections, all of which were dissertative and divided into subsections, where we sequentially discussed based on the following stages of investigation: bibliographic review, documental study and conducting interviews. As a theoretical foundation, we problematize Aníbal Quijano (2007, 2012), Catherine Walsh (2013), Cipriano Luckesi (2005), José Carlos Libâneo (1994), Nelson Maldonado-Torres (2012) and Walter Mignolo (2008), among other authors and national curriculum parameters that contributed to this research. If decoloniality exists, or something possible, there are a lot of possibilities of making the teacher's work more aware, looking forward to a more benevolent and dynamic world. With a deep analysis of the documents that govern Brazilian education, especially regarding the evaluative practice of teachers, such as a study of didactic mechanisms, in addition to the observation in loco that allows a better conclusion after the bibliographic research, this research is based on semi-structured interviews, that is, in the application of questionnaires made with teachers from two schools in the city of Mossoró-RN, one in the urban area and the other in the rural area. Thus, the interpretative, investigative, and discursive analysis ways were fundamental to show a plausible explanation of the teacher's evaluative practices in their formative language environment. Coloniality can be surpassed by the understanding that the human being, as himself, can have a transformative and intimate language. We, basic education teachers, have an ethical responsibility with the reinterpretation of our evaluative actions. In this sense, we can build a more critical-reflective and decolonial education in our professional practice, as mediators of information and schooling. It is advised to open our eyes to new ponderations about the concretization of decoloniality, as well as about the integral developing of the teacher for a more humanized evaluative practices in basic education, in a way that the professional practice follows the decolonialization that shows itself in contemporary research and educative actions from a colonized country.