AVALIAÇÃO DA APRENDIZAGEM NO CONTEXTO ESCOLAR BRASILEIRO: DESAFIOS E POSSIBILIDADES DA AVALIAÇÃO FORMATIVA

Abstract

Formative assessment can be defined as one that is carried out during the teaching-learning process and, therefore, continuously, in which readjustments are made in the process when difficulties or inconsistencies are identified at each stage. The general objective of the study is to analyze the repercussions of neoliberal policies in the context of learning assessment in Brazilian education, presenting possible contributions of the assessment process adopted in the Russian education system Elkonin-Davydov. Given the importance of the evaluation process for educational success, it is important that we know not only its classification, but also its potential, which can justify its practical use and bring positive results to the teaching-learning process. This is a bibliographical and documentary study, organized into three topics, which bring a history and contextualization of the national education assessment system, in order to guide the reader on a conceptual path that converges to the achievement of the study objective proposed. In short, the results indicate that the current situation of large-scale assessments, practiced in Brazil, based on metric, classificatory assessment and quantitative results, makes the implementation of a formative assessment process in schools unfeasible. Furthermore, formative assessment, from the perspective of the Elkonin-Davydov education system, by encouraging students' independence, autonomy and self-assessment, contributes to improving learning and teaching through the bond established between teacher and student.