Percepções práticas avaliativas e instrumentos utilizados no processo de ensino e aprendizagem.

Abstract

Nowadays it is necessary to rethink the evaluation process in order to enhance teaching and learning. therefore, evaluation must exist to contribute to the formation of the individual, respecting their differences and individualities and making them capable of resolving conflicts in their daily lives, also exercising their own citizenship. Evaluation is a relevant topic in the school context, especially in the early years of elementary school. Each year, the evaluation of school learning has gained prominence in the discussions of education specialists and teachers. This monographic work had the objective of studying perceptions, evaluative practices and instruments used in the teaching and learning process, with the general aim of analyzing the conceptions, instruments and practices of teacher evaluation in the initial years of elementary education.This exploratory and descriptive study, had as subjects 5 (five) teachers of a public school in the city of Cajazeiras - PB. In search of a better understanding of this process, used in data collection, as an instrument, a semi-structured interview, consisting of ten questions. The analysis of the data was performed through the Technique of Content Analysis (AC), the lines were categorized in the documents to legislate the basic CF education, 1988; LDBEN, 1996; based on theoretical discourses of Hoffmann (2001); Luckesi (2002); Esteban (2001); Perrenoud (1999); Vasconcellos (1998); Haydt (1997); Demo (2004) and the speeches of the interviewed. The results showed that, it is necessary to constantly rethink on evaluation practices in the classroom, and that is the knowledge sharing between educator and learner to effective learning because the evaluation cannot simply set the approval or disapproval, but rather seek techniques to solve the difficulties, and should be continued, and in that sense it becomes a powerful tool in teaching action, favoring the student to success and not failure. It is concluded from the results obtained in the interview that the greatest challenge of the evaluation process in the initial years is the differentiated look, respect for the specificities of each student, is to rethink about the pedagogical practice, is to be aware of that as teachers, we are the main responsible for the necessary changes to overcome the challenges of being in front of a classroom.