COSTA, M. L.; http://lattes.cnpq.br/6243343040940918; COSTA, Mayra Lira da.
Résumé:
The present work presents some insights about the difficulties in pedagogical practice in order
to change the conception and practice of evaluation. Observing the relations that permeate the
conceptions of a Portuguese-language teacher of the Elementary Education of Youth and
Adult Education, the Political-Pedagogical Project that guides the observed school, students'
conceptions and the pedagogical practice of the classroom and, I f the need to know how in the
daily school practice is given the way students are evaluated, the present work is presented in
an attempt to answer the following question: what happens in the teaching and learning
process in the school context that hinders The change in evaluation? Through the analysis of
the daily evaluation carried out in a school in the city of Campina Grande, based on the
Pedagogical Political Project, the teacher's attitude towards the evaluations and the
conceptions that allow this to happen, we sought to identify the evaluation conceptions that
exist in the classroom Of classroom, observe how the pedagogical practices present in the
room reinforce the idea of study to obtain note and investigate the conception of evaluation
proposed by the School's Political Pedagogical Project and its interference in the pedagogical
practice of the classroom. In our observations, we notice that the Political-Pedagogical Project
presents convergences with the teacher's conceptions as to the proper way to make the
evaluation and the functions that it should serve, whereas, PPP and teacher, they present
divergences when related to the practice of Classroom and what is put into the daily school,
making us realize that the lack of planning and the deep-rooted conceptions of what is to
evaluate ends up hampering the change of the evaluation process in school.
