O OLHAR DOCENTE SOBRE O SIMULADO NO ENSINO MÉDIO INTEGRADO DE UMA ESCOLA DA REDE FEDERAL

Abstract

This article consists of an excerpt from a master's research, whose object of study was the mock test carried out in Technical Courses Integrated to High School in a federal school. The general objective of this research was to analyze the influences of the mock on the learning of high school students at the researched institution. This study was based on theorists such as Hoffmann (2011, 2018), Luckesi (2010, 2011, 2018), Frigotto (2009, 2015), Ciavatta and Ramos (2008), Ramos (2014), Fernandes (2009), Freitas (1995, 2003), among others. As a methodological route we chose qualitative research. The construction of the data was based on conducting individual interviews through a semi-structured script not anticipated to the participants, and to analyze the transcripts of the interviews, we resorted to Bardin (2016). From the results of the research with this public, it was possible to know the teachers' conceptions about learning assessment, to know which evaluation instruments they commonly use in the classroom, to understand the impacts of the mock on the organization of the teaching work, as well as the approximations and distances of this evaluative practice with the formative evaluation and with the integral human formation of the students.