A avaliação da aprendizagem nos livros didáticos de projeto de vida, aprovados pelo PNLD 2021

Abstract

This research aimed to analyze how the textbooks of the curricular component purpose, approved by the 2021 National Textbook Program (PNLD) through public notice no. 03/2019, address the assessment of learning in the classroom. The study stems from the observation that, despite the inclusion of the purpose component in school curricula— especially following the publication of the National Common Curricular Base and Law no. 13,415/2017— there are still significant gaps regarding assessment practices in this field. Employing a qualitative approach and documentary analysis, the Teacher’s Manuals and Student Books of sixteen purpose works approved by public notice no. 03/2019 of the PNLD were examined, categorizing the proposed instruments, periodicity, and dimensions of assessment. The results indicate that, although the Teacher’s Manuals include a specific chapter on learning assessment, most of them present generic approaches, with limited theoretical grounding and scarce practical exemplification. Furthermore, it became evident that the authors unanimously emphasize the importance of formative assessment throughout the purpose component; however, this emphasis does not necessarily translate into the way activities are proposed in the Student Books. The research puts forward recommendations for textbook publishers, textbook authors, the PNLD and public policies, schools and educational networks, as well as Teacher’s Manuals, aiming to strengthen assessment as a central axis in the development of the purpose curricular component, while respecting its subjective and ethical nature. It concludes that assessing students’ purpose projects is not only possible but necessary, provided that the uniqueness of each trajectory is respected and the teacher’s role as a mediator in the construction of meaning is duly recognized