Reflexões sobre avaliação da aprendizagem em salas de progressão continuada

Abstract

The purpose of this work is to make a reflexive analysis of the evaluation system in rooms of continuous progression from the nine years of elementary school. It is of great relevance, the study of the theme for a better interpretation of the positive and negative implications so that one can exercise a criticality in the face of the theme, which is considered current within elementary school institutions, and which directly interferes in the students' learning in class and their educators. With this work, we aim at a better and greater understanding of the theme, as well as to exercise a reflection on the concerns, if in fact, analyzing whether there is an effectiveness and success or not of the room of continued progression mainly regarding the evaluation present in it. We seek to conceptualize and base the work on authors who deal directly with the theme. We intend these objectives through a bibliographic search. As a result, we found that continued progression is a proposal in itself of great relevance, however, there are gigantic edges in the sense of subsidies, therefore, it is necessary to pay greater attention to this public in all areas, inside and outside the school, because we argue that the social context needs to be highlighted and worked on as well. In it are located children and adolescents who are in some situation of vulnerability, in general there are several contexts that imply in the fact that they are in a room of continuous progression, which also need to be considered in their teaching-learning and assessment process.