Avaliação da aprendizagem na educação especial e as influências das políticas nacionais

Abstract

Evaluation is a challenging issue and evaluate disabled students is even harder. This paper aims to highlight aspects of learning evaluation of students with disabilities, people assisted by special education, at different levels of education and the relationship with national evaluation policies. It is inspired by the doctoral thesis of the author of this article, especially in the study question about college learning evaluation of disabled students. In this article, researches that investigated inclusion in elementary education are also considered, which target on understanding how the evaluation of disabled students happens in the inclusive schools, the study problem. The empirical data collected by narrative interviews were examined from the perspective of the discourse analysis, supported by foucaultian references. The studies point to the ambivalence evaluation in the context of inclusive school, which promotes principles such as timing distinction and respect for difference, however, they are predominantly organized in fixed time and space for everyone. Inclusion of students with disabilities in the educational system challenges the environment, denaturing standardized structures, which reverberates in the evaluation practices.