Avaliação da aprendizagem: concepções e práticas de professores e alunos no processo ensino e aprendizagem nos anos finais do ensino fundamental.

Abstract

The objective of this study is the conception of teachers and students about the evaluation of school learning, in the final years of Elementary School, of a public school in the rural area of Sousa-PB. Our research problem seeks to understand the paradigms of classificatory/mediator evaluation? How do the conceptions and evaluation practices of teachers and students in the teaching and learning process in the final years of Elementary School? What is the evaluation for? Aiming to analyze the conceptions and evaluation practices of teachers and students in the teaching and learning process; characterize the evaluation practices experienced by teachers and students of the final years of Elementary School; to identify the evaluation instruments used by the teachers of the final years of Elementary School; to reflect on the evaluation practices of the teachers of the final years of Elementary School. For this purpose we use as theoretical contribution the following authors: Esteban (2008); Hoffmann (2001,2009,2012); Luckesi (2008); Lima (2005); Rabelo (2009); Santos (2005); among other authors, in order to understand how the evaluation is worked out and understood by teachers and students. Regarding the methodology used, we used the qualitative exploratory type research, in order to provide a closer approximation to the object of study. Regarding the instruments, we used the semi-structured interview, with teachers and students, containing eight (8) questions each. The results presented changes needs regarding the evaluative practices lived in the classroom.