Métodos avaliativos e suas implicações: concepções e avaliações de professores

• Autor(a) principal: Araújo, Elycristina de Andrade Pereira
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42185
• topic: Avaliação da Aprendizagem; Concepções de ensino-aprendizagem; Perspectiva de professores; Learning Assessment; Teaching-learning concepts; Perspective of teachers; Ciências Humanas

The present work aims to present the analysis on the practice of school evaluation through a theoretical revision that allows to understand the different tendencies assumed by teachers working in primary education I of the Public Teaching Network of the Municipality of Extremoz/RN. For that, interviews were conducted with a group of teachers who demonstrated their conceptions about the subject. At the same time, we did a bibliographical analysis on the subject in search of a brief historical analysis to understand where it came about and how important the evaluation in the constructive process of the human being. We analyze some works and consider that some authors understand the evaluation as classificatory, while other authors recognize that the evaluation can be mediator, prioritizing in their diagnostic function the decision making, thus seeking actions that contribute to the improvement of the teaching-learning process. Through reflections on the interviews given by teachers, these propositions can be related to the principles suggested by both Hoffmann and Luckesi, since some have demonstrated to act in a mediating way while others present a more disciplinary and classificatory form. It is concluded that teachers emphasized the importance of school evaluation as a key aspect in the construction of the teaching-learning process, although their discourses are not always relevant to their practice or articulate with the curricular determinations in force.