AVALIAÇÃO DA APRENDIZAGEM ESCOLAR: CAMINHOS E DESCAMINHOS NO ENSINO FUNDAMENTAL

Abstract

This work has as its theme the evaluation process of learning, turning specifically to the initial years of elementary education. In order to reflect on the evaluation, which was historically "built" as a "villain" in the teaching-learning process, which can contribute to student failure and avoidance. In this sense, it is attentive to this act, as a process that instead of causing negative effects, can be a contributor to guarantee the quality of education, that is, as a follow-up of the construction of knowledge, in this way, in its qualitative sense. The purpose of this research was to distinguish the different evaluation possibilities that could be adopted by the teachers of the initial grades of elementary school, in order to enable educators to think and act in relation to the evaluation process, that their practice can contribute significantly for student learning. The methodology adopted was based on the bibliographical research, which depicts the view of different authors, among them Saul (2006), Luckesi (2011), Demo (2010), Hoffmann (2018) and Sant'Anna (2013). We carry out a survey of the conceptions and currents of thought of such authors, which explore the meaning and relevance that the evaluation has an educational environment. It is possible to infer that evaluation can have positive or negative impacts on the intellectual development of the subjects, depending on how it is developed by the educators who work with the students. Regarding the results of this investigation, we infer that the evaluation of learning is intrinsically linked to the perspective of society and education under the bias of meritocratic logic, contributing in a particular way to the reproduction of a classificatory and excluding logic, without fulfilling the social role of education in search of positive effects in structuring an education with socially referenced quality.