Avaliação da aprendizagem: concepções e práticas nos anos iniciais do ensino fundamental.

Abstract

We present in this study a reflection about conceptions and teachers’ practices from the initial years in an elementary public school located in Cajazeiras PB, Adopting the learning evaluation like the central theme. In this sense, it will be evident how teachers’ conceptions about the learning evaluation are constituted, problematizing about their evaluative practices in the school context. Our main objective is to analyze the learning evaluation practices understood and materialized by teachers from the initial years in an elementary public school in Cajazeiras PB. Do we present like problematic: in what perspective do teachers in the early years of elementary school understand and practice evaluation in the classroom context? Theoretically, we were supported by theorists such as Luckesi (2018, 1977, 1992), Vasconcellos (2014), Hoffmann (2007, 2000, 1996, 1991), Esteban (2003), among others. As a methodological way was made bibliographic survey and field research of qualitative character. Data collection was performed based on systematic observation and semi-structured interviews, supported by Bardin's content Analysis (1977), Which seeks to consider the whole context, that is, from the interviews obtained, analyze the universe of meanings in order to objectify rationalities attributed in the statements of the interviewees. Before research carried out, the obtained results present the attributed conceptions of the teachers to the evaluation of learning as processes of knowledge acquired in their initial formation and their school experiences during basic education, evidencing that their professional practices do not constitute totally from their understandings about evaluation.