Formação docente a as contribuições nas práticas avaliativas.

Abstract

The aforementioned work, entitled Teacher training and contributions to assessment practices, seeks to discuss the multiple challenges of the teaching profession in general, for the development of effective work, which includes the integral formation of the student, in addition to presenting the context in which the assessment is present in the classroom environment. Therefore, its general objective is to investigate the implications of the teachers' training process with the evaluative practices carried out in the classroom. While the specific ones are intended to problematize the different conceptions of evaluation, to discuss how professional training interferes in the construction of evaluation practices aimed at the school context, and to investigate the different evaluation practices used in the classroom. In this way, the work presents a qualitative approach, being characterized in terms of objectives as descriptive and explanatory. As it is a field research, the resource used for data collection took place through a questionnaire applied to 3 teachers from 1st to 3rd year, who teach Elementary School in the city of Carrapateira. The focus of the research is on the age of seeking to understand the importance of teacher training for the development of mediating practices, which value the student's protagonism, in addition to seeking to understand how assessment has been used in the school environment. Therefore, it is important to highlight that the research was a great success, as it was possible to perceive that the teachers involved are highly qualified and have mastery to exercise the teaching function. As for their practices, these in turn appear satisfactory, since they use different methods for evaluation, as they consider that the act of evaluating is characterized as a relevant practice to the teaching-learning process, and as such it needs to occur in a different way. qualitative way, thus state in favor of learning.