Avaliação da aprendizagem escolar: compreensão e proposição.

Abstract

Learning evaluation represents the understanding and portrayal of the quality of its object of study, student learning. It has relevance in education, being the target of many and constant discussions in the teaching-learning process. Therefore, this paper was developed, anchored in a systematic literature review, based on the analysis of 147 articles produced between 2010 and 2022, from Google Scholar database, obtained through the Publish or Perish software, aiming to investigate how the practice of learning evaluation occurs at school. The study aims to present a proposal of an evaluation method as an alternative for implementation in the school context of basic education, built as a hypothesis to be tested to confirm its feasibility of application and its positive and negative points. The systematic literature review allowed us to realize that the school evaluation of the student's learning is based mostly on the so-called traditional evaluation and its ideals of using evaluative instruments as an evaluation; ideals of checking the student's knowledge; ideals of measuring the student's knowledge, by having a predominance of the summative evaluation modality; and ideals of classification, approval, and failure. Evidencing the emerging need to rethink and transform evaluation as an investment for the development of Brazilian education. Thus, the evaluative method is consolidated as a possibility to change the reality of the evaluation and, consequently, the student's learning, raising both processes to a better quality.