O erro no processo de ensino e de aprendizagem: concepções e práticas escolares

Abstract

This article discusses the concept of error in the school context through an analysis of the teaching and learning process. The objective is to understand the different conceptions of error and to reflect on its role in assessment practices. It is a bibliographic research study based on authors in the field of educational assessment, with an emphasis on the theoretical category of "error." The study draws on the contributions of authors such as Luckesi, Hoffmann, Esteban, and Romão, who propose a critical and constructive view of error within the educational setting. The results indicate that conceptions of teaching, learning, and assessment directly influence teaching practices. It was also found that error is not merely evidence of what the student has not yet learned, but rather can serve as an indicator of both learning potential and difficulties. Furthermore, it can provide valuable feedback on teaching practices.