Relações interpessoais no processo de avaliação da aprendizagem, a partir da compreensão docente.

Abstract

This monograph had as its research problem the following question: How/if the interpersonal relationship between teacher and student interferes in the learning evaluation process? The work has the general objective of analyzing how interpersonal relationships interfere in the evaluation process in the early years of Elementary School, based on the teaching understanding. The specific objectives are described as follows: to investigate what teachers understand by interpersonal relationships and learning evaluation; to understand how/if teachers establish links between interpersonal relationships and the evaluation process in teaching practice and to identify which criteria teachers use in the assessment of students' learning. Among the main authors that support the theoretical reference are: Leite (2010), Luckesi (2011), Madalena Freire (1992) and Vasconcellos (2014). In order to carry out the research, a qualitative approach was used. As to the instruments of data collection, we used the semi-structured interview with teachers working in public schools in the city of Barro/CE. The data were analyzed following the principles of the content analysis, in the thematic modality, based on Minayo (1998). The main results of the research, based on the responses of the interviewed teachers, were the statement that there is a connection between the interpersonal relationship and the evaluation process and that interpersonal relationships interfere in the evaluation of the learning process. The teachers pointed out that they had already experienced such a reality. In addition, it has been shown that these interpersonal relationships are often defined by the way the teacher uses assessment and also by the student's behavior in the classroom.