Avaliação da aprendizagem: concepções que professores e alunos têm sobre esse processo.

Abstract

The evaluation is a process inherent to the educational practice and it is intertwined in the teaching-learning process, its accomplishment translates the sense which is attributed to it in the construction of learning. The present study aims to analyze, along with six students and one teacher of the 5th grade of the initial years of the public education in Cajazeiras, since such subjects conceive and carry out the evaluation in the teaching-learning process. It was researched, likewise, along with the subjects of the research which were the instruments used for the evaluation of learning and whether the self-evaluation is inserted in this process. This study is supported by the principles of the qualitative research, with proximities to the case study. Regarding the data collection, a field study was carried out in a state school in Cajazeiras, being a semi-structured interview the technique used. The interviewed teacher is graduated in Pedagogy, she has post-graduation in Psychopedagogy and has been teaching for twelve years. The students are aged between nine and eleven years old and come from popular classes both from the urban and rural areas. It is verified that the evaluative process does not happen in a conceptual emptiness; it is carried out by means of the social context in which the educational relationships are processed, guided by the conceptions of man, world and society of the teachers, by the curriculum and by the institutional culture of the school. From this presupposition, the investigation has made it possible to come to some conclusions. Among them, it has been verified that the researched teacher showed to have an amplified conception and practice of the meaning of teaching and learning evaluation, understanding it as a continuous and constitutive process. This may be evidence that other teachers have the same vision, especially those who are in process of initial and continuing training and that they have access to the new theorizations about the theme. Another aspect that draws attention is the fact that although the teachers experience some evaluative formative practices in the school context, yet they conceive the evaluation as quantification of their learning, which will favor them, or not, the approval. Therefore, it is mandatory that the school and the teachers keep developing the evaluation in its formative character, offering more space for the self-evaluation of the teachers, so that they can evolve more and more in their learning, developing the criticality and autonomy