Avaliação da aprendizagem no Ensino Fundamental: superando consequências indesejadas

Abstract

The present work was performed in order to analyze the Learning Evaluation on Elementary School I and II of Brazilian schools, in the form of bibliographic research. It points out the path of evaluation concepts, in historical, epistemological and legal terms, and also analyses the difficulties related to evaluation processes faced by school, teachers and students, in pursuit of alternatives which contribute to overcoming these practices. The research is theoretically based in authors who believe in an evaluation less exclusionary and non-qualifying, as Hoffmann, Luckesi, Perrenoud, Zabala, among others. The aim of this study is to verify how evaluation process can become comprehensive and diagnostic, from the view of teacher and how the school works the learning evaluation, not just in the sense of approve or disapprove, but to contribute with the knowledge process of educating, in order that he can modify his way of analyzing and observe the events around him and take his own decisions, constructing thus, autonomy on educational process