Evaluative practices that favor learning in the context of inclusion: the subjectivity in focus

Abstract

This article aims to make evident evaluative practices that favor the learning and development of students with disabilities, considered from the teaching subjectivity production. This work was organized based on a broader research that constituted the master's degree dissertation of the first author of the article. The research, anchored in the cultural-historical perspective, was based on the theoretical, epistemological and methodological assumptions of González Rey's Theory of Subjectivity. The production of the information was carried out through research at a public school in the Federal District, in a region considered to be periphery, and had as a participant the teacher of the 1st grade of Elementary School, from a class that included a boy with a diagnosis of Autism Spectrum Disorder. Held in 2019, the research contributed to make evident the relevance of the evaluation process resulting from the concept of learning as a subjective process that favored the development of students with disabilities included in that classroom. Thus, it is evident that the evaluation process resulting from the subjective conception of learning makes it possible to recognize and value the peculiarities of each student's development and, in this way, favors the break with comparative and standardized models of traditional evaluation.