A avaliação no processo de aprendizagem nos aos iniciais do ensino fundamental em uma escola municipal de Marizópolis-PB.

Abstract

The theme of this research is Learning Assessment, which emerged during studies of the Educational Assessment discipline carried out in the 5th period of the pedagogy course taught at the Federal University of Campina Grande (UFCG) in 2018. Given the importance that surrounds this study, the following research problem arose: How do evaluation practices directly interfere in the learning of elementary school students? The general objective was: To investigate the implications of assessment in the first years of elementary school for the students' learning process. And the specific objectives were: To analyze the perceptions of teachers about their assessment practices and implications for student learning. Identify the perspectives of the evaluation of teachers investigated in the historical and educational context; Reflect on the types and evaluation processes applied by the investigated teachers; The theoretical foundation will be based on the following authors: Belloni (2000); Hoffmann (1993, 1995, 2009, and 2001); Luckesi (1997 and 2018); Saul (1995) and Vasconcellos (2003). The construction of the research took place through a qualitative approach ( LÜDKE; ANDRÉ, 1986), had as data collection instruments: the Pedagogical Policy Project Analysis (PPP), which allowed us to further research the evaluative criteria adopted by the educational institution, in addition to the PPP, we used a questionnaire with eight open questions that allowed us to know and analyze specific points of each of the research collaborators about the study objective. Content analysis was carried out following the categorization principles, based on Bardin (2016). From the analysis of the questionnaires, we can understand that the achievement of success in the results of this research, became valuable, not only for the teachers surveyed, but for everyone involved in the educational process of this school, so that the goals that were achieved indicated alternatives for both to reflect on the practices offered in the classroom.