Concepções, práticas e instrumentos avaliativos vivenciados no processo de ensino e aprendizagem nos anos iniciais.

Abstract

Nowadays, it is necessary to rethink the evaluation process, aiming to improve teaching and learning. The evaluation must exist to contribute to the process of training the individual, respecting their differences and individualities and making them able to resolve conflicts of their day to day. The evaluation of learning should be part of the classroom routine, being used in a continuous and procedural way as one of the complementary aspects of the teaching and learning process, considering the conceptions and practices of evaluation of the teachers in the students' learning in the classroom. Classroom, seeking to know the importance of evaluation in the school environment and in the meaningful learning of students. This work aims to analyze the conceptions, practices and evaluation instruments used by teachers in the initial years of Elementary Education. The text begins by presenting a brief history about the evaluation process, then it is discussed about its concept and its functions from the bibliographic studies of some authors. Next, a field research was carried out with 03 (three) teachers from the initial years of Elementary Education, from a municipal school in the city of Paulista, state of Paraíba. In the search to understand the school evaluation, the teachers interviewed responded to guiding questions related to the theme of the concept of evaluation, the instruments, the difficulties found in the way of evaluating and the role of the teacher in the process of teaching and learning. The importance of teachers constantly rethinking their evaluation practices in the classroom, in order to diagnose possible difficulties, both of the students, and of the teacher himself as mediator of knowledge, because only when the problem is detected is it possible to find the solution , And in this sense the evaluation of learning when well used is a tool that can improve teaching, re- dimensioning teaching action, favoring student success rather than failure. Thus, evaluation must become constant moments of understanding students' difficulties and offering them new opportunities to acquire new knowledge.