As práticas avaliativas e suas implicações para o desenvolvimento cognitivo do educando.

Abstract

The work, evaluation practices and their implications for the learner´s cognitive development have the purpose of knowing the educator's evaluation practices of the 4 th

year and the contributions that the same has to strengthen the teaching-learning process. With this line of thinking, the research was developed at the Fundamental Teaching State School Manoel Mendes, located in Nazarezinho City - PB and had as participating subjects, the teacher and his students from the 4th year. The central objective of the research is to meditate during the teacher's evaluation practices, the reasons that took the students of the Fundamental Teaching not to develop their cognitive skills. The methodological approach used in the research was quantitative and qualitative. This is a field research, highlighting the case study and exploratory research. It was used as instruments of data collection questionnaire and observation. The data collection was enriched theoretically with the design of some authors, such as: Jussara Hoffmann (2009), Pedro Demo (2005), Maria Teresa Esteban (2010) among others. Starting from the study about evaluation, it is noticed with the obtained results, that it still is being held in the current days on a limited way and assist the students' difficulties. Anyway, it is up to teachers to consider the evaluation as very important tool to assist them in teaching. The evaluation has as function to train students for life and not take them to school failure.