Avaliação da aprendizagem escolar : práticas avaliativas desenvolvidas por professores no/do ensino fundamental

Abstract

The evaluation of learning should be part of the progress and growth of learners and not be a weapon of torture or punishment. With this, the purpose of this discussion is to provoke a reflection on evaluation, especially on the part of the teacher. The objective of this study is to analyze the evaluation practices of three teachers of the fourth year of elementary education, at the Manoel de Paula Menezes Lima Municipal School, located in the city of Lagarto, Sergipe. The methodological approach is the qualitative one with a case study, with the interview and observation as instruments of data collection. For this study, we have the theoretical contribution of Berger (2002), Haydt (1997, 2008), Hoffmann (1994, 2000), Gil (2008), Libâneo (1994) and Luckesi (2001). In the data analysis, it was noticed that the investigated teachers use the test as the main evaluation tool and define the evaluation as a continuous process that must occur throughout the teaching process. By means of the results, we can conclude that the evaluation is still focused on the classification, having the note as the main aspect. The knowledge acquired during the study led me to associate theory with practice, to realize that both are complements to each other and to understand that a good relationship between teacher and student is indispensable, since learning becomes more efficient and becomes commitment between both parties.