Prática avaliativa: um olhar sobre as implicações do processo avaliativo.

Abstract

The present study examined the procedures of evaluation of a 3 rd Grade Elementary teacher at Escola Municipal de Ensino Fundamental, located in Sousa/PB. This work exposed several subsidies and discussions about school assessment practice and their contributions to meaningful learning, both for students as well as for the teacher, with the main objective to understand how the educator performs in the evaluation process and what are the implications of this process learning of the students, it was important to describe the historical background of the assessment to understand how the evaluation process is occurring, and analyze the gaze of teachers and students about educational assessment practice of the present day, relying on studies reveal the need and importance of understanding the educational evaluation process based on the ideas and theories of authors in the area of assessment as: HOFFMANN (2001- 2005); ARREDONDO (2009), DEMO (2004). Therefore, the speech by a mediator evaluation and quality, strongly pronounced, was the scene that served as a backdrop to trace the understanding of teacher evaluation practices. The work included the course of a search that was not exhausted, but that helped us better understand and clarify concerns about educational assessment practice located in a space/time specific, because from such one it was possible to show that the teacher does have a little a theoretical knowledge nor on the methodological and evaluative dimensions that practice an assessment to approve the student from one grade to the next one, most often without giving importance to the students‟ learning by practicing, with an assessment classification, it was possible to see through the data presented in the survey performed.