Avaliação da aprendizagem escolar: percepções e práticas docentes

Abstract

The main objective of this work was to analyze the perceptions of teachers about learning assessment, seeking to know how their practice takes place in the classroom . Therefore, this research was supported by the assumptions of the qualitative approach, carried out in the field to observe the phenomenon as it occurs, also using the case study strategy, as well as direct observation, field diary and questionnaire as resources of collection of information, the study was developed in an educational institution of the Public Network, in the city of Paulo Afonso – BA. It is based on studies of Esteban (2014); Luckesi (2002; 2011; 2014); Hoffmann (2005; 2010; 2011), among others. From the data obtained, it was possible to apprehend evaluation perceptions that emerged in the teachers' sayings and practices, signaling that the learning evaluation still has a specific character. Although some statements express the understanding of evaluation as a process, contradictions are evidenced, especially by statements that point to the concern with methodology and planning, however, decisionmaking is not seen. In this way, the views of the professors distance themselves from the concept of evaluation that provides opportunities for learning situations.