Avaliação escolar: numa perspectiva diagnóstica.

Abstract

Reflecting on Evaluation within the scope of School Education, leads us to think about its function, the social role of the teacher, the reason for the existence of the School. It brings up the discussion about inclusion and exclusion, privileges and rights, rights and obligations, education and training, that students want to form which school we are building for our society. This work focuses on the issue of school evaluation, having as target audience the teachers of the Educational Center SESC LER Isaac Moreira Queiroga, from the initial grades, with the objective of analyzing the evaluation process developed by the teachers of this institution, especially the literacy of Youth and Adults from the city of Sousa-PB. Today's educators have faced several problems in the development of their work, when talking about school evaluation, we find constant and controversial issues that deal with the difficulty of assessing student learning. In this work, we are not concerned with assessing the quantitative failure numerically defined in schools, or even looking for who is the “culprit” of all this. Here we aim to reflect and try to suggest an evaluation that can actually be put into practice, an evaluation that permeates speeches and projects. It is important to deal with the analysis of the school's competence, of the teachers, the adequacy of the assessment regarding the students' cognitive aspects of the school's responsibilities regarding the assessment process.