Avaliação no cotidiano escolar: limites e perspectivas.

Abstract

In this work, the objective is to analyze the view that teachers have about the evaluation process, seeking to verify the type of evaluation developed by teachers for the effectiveness of this process. In addition, we seek to capture how teachers carry out this practice. Learning assessment represents an indispensable practice in the school institution. In this sense, there is a need to create an evaluative culture conceived as a means of problematizing, questioning and reflecting. Evaluation is an essential activity for the teacher, it continues to be the subject of discussions and controversy regarding its procedures, giving rise to new guidelines and proposals that meet the speeches and practice in the act of evaluating. It is necessary to rethink the practice of learning assessment, looking for alternatives to create more democratic pedagogical acts. In this perspective, it is intended to record the events related to the evaluation, making a dialogue with the theory aiming, in this way, to arrive at some principles and alternatives for the practice of the evaluation.