Avaliação da aprendizagem: uma análise das práticas de professores do ensino fundamental de Cuité - PB.

Abstract

It is remarkable the great importance of the evaluation process for teaching and learning. Because of this, evaluation should exist to contribute to the individual formation, respecting his differences and individualities, becoming him able to solve conflicts of his day-to-day and exerting his/her own citizenship. Although teachers use various evaluation tools in their pedagogic practice, the written tests are the most common practices in schools. In this way and noting constant failures and reproofs attributed to students, we note that is necessary to reflect about the form of the evaluation that is being used at schools nowadays. Therefore, this work aims to analyze the conceptions of learning evaluation of four teachers of secondary school of public municipal schools in Cuité-PB, situating them in relation to the associated definitions for an evaluation more formative as well as the formal and informal plans. For this study, we conducted semi-structured interviews with the two teachers mentioned before. These interviews were written and, after that, the teachers’ speech was analyzed according to two categories developed by the contributions of Hadji (2001) and Freitas (2003) about more formative evaluation. According to the data, the teachers interviewed, even approaching at times, a more formative evaluation (trying to verify students mistakes and helping them to overcome), most of the time, they tended to use a more traditional evaluation, using written tests and also giving notes to the students’ behavior in the classroom.