Conceptions of peasant high school students about the assessment of learning in the teaching of natural sciences

Abstract

The general objective of this study was to know the understandings of peasant high school students about the process of learning assessment in the area of natural sciences.  To achieve this, a qualitative research was carried out, in which the data were produced through the application of a mixed questionnaire, which was answered by 68 students enrolled in classes of the 3rd year of High School. The setting of the study was the Santa Ângela Agricultural Family School, which is located in the municipality of Pedro II, in the state of Piauí. The results reveal a strong presence of elements of traditional pedagogy and a gradual transition towards a more inclusive and learning-centered approach, pointing to the need for the school community to understand and implement, in the teaching of natural sciences, the theoretical and methodological foundations present in the political-pedagogical project (PPP) of the school. It is concluded that it is essential that the school community works together to implement evaluation processes aligned with the principles of Rural Education. This process requires continuous training, reflective analysis of pedagogical practices, and a collective effort to ensure an inclusive and contextualized education for all students.