Assessment in the socio-educational context: challenges and perspectives

Abstract

Understanding the evaluation conducted in a Teaching Center of a Socio-educational Inpatient Unit in the Federal District is the aim of the research discussed in this article. Through an ethnographic case study, data collection was used: observation, questionnaires, semi-structured interviews and focus groups. Based on historical-dialectical materialism, the analyzes considered the methodological categories pointed out by Cury (1985) and the conceptual ones emerged from the meanings (AGUIAR and OZELLA, 2006 and 2013; AGUIAR, SOARES and MACHADO, 2015) constituted by the interlocutors. The study indicated the need for collective and democratic spaces-times that enable an evaluative practice that would contribute to the establishment of an intersectoral educational policy favorable to the articulation of the work carried out by the Teaching Center and other sectors of the Inpatient Unit. Jointly evaluating and planning the training process of young inmates would contribute to facing challenges that hinder the right to learn, legally guaranteed to all socio-educational students.