Reflexão de professores da educação básica acerca da avaliação da aprendizagem

Abstract

Assessment of learning plays an essential role in the classroom. It is from their results that the teachers are aware of the strengths and weaknesses of the students and can thus promote actions to overcome the difficulties faced by them. Therefore, it is fundamental that teachers have in mind the real function of evaluation in their pedagogical process. This work aimed to understand the conceptions of teachers of basic education regarding the evaluation of learning. The theme arose from the participant observation carried out in supervised stage III, during the 7th period of the Biological Sciences course of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), where the evaluative practices of the teachers called attention to us, making us how they understood the evaluation process. To do so, as instruments of data collection, an interview was used, carried out with 6 elementary school teachers from 4 public schools in Manaus, as well as participant observation. The results showed that the view of the research collaborators on the evaluation of learning is heterogeneous, where different conceptions, instruments used to evaluate the students, and even some difficulties faced in the day-to-day life in the classroom are identified, which make it difficult and impose different characteristics on the evaluation process of each collaborator, which makes each speech unique. In this way, understanding teachers' conception about assessment is fundamental so that we can understand their practices, their training processes and know a little about their experiences with evaluation, as well as enable teachers from their speeches to reflect on practices.