Resumen

PILLOTTO, Silvia Sell Duarte  y  VOIGT, Jane Mery Richter. Evaluation policies in basic education and their developments in Arts as a school subject. Práxis Educativa [online]. 2016, vol.11, n.3, pp.757-774. ISSN 1809-4309.  https://doi.org/10.5212/PraxEduc.v.11i3.0013.

This paper aimed at identifying how teachers of Arts understood the evaluation policies and which were the developments of these policies in their education practice. As a qualitative research, it employed semi-structured interviews with Arts teachers and students in schools of the municipal education system to collect data. The theoretical background comprised official documents such as Diretrizes Curriculares Nacionais Gerais da Educação Básica (General National Curricular Guidelines for Basic Education) (BRASIL, 2013), Proposta Curricular de Santa Catarina (Santa Catarina State Curricular Proposal) (SANTA CATARINA, 2014), Lei de Diretrizes e Bases da Educação Nacional (Education Guidelines and Bases National Law) (BRASIL, 1996) along with the authors Alves (2006), Barbosa (2009), Esteban (2005), Goodson (2001), Hall (2007), Candau (2003), among others. The results pointed to teachers' lack of understanding of the evaluation criteria, their connection with teaching and learning and which evaluation policies were adopted by the school. The conclusion was that those teachers sometimes saw evaluation as part of the learning process, other times they saw it as a limiting element, which marked students' approval or failure, and in some situations they saw it as an isolated part of the curriculum.

Palabras clave : Education practices; Evaluation Policies; Arts in basic education.

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