Avaliação da aprendizagem: perspectivas didáticas e aplicabilidade das professoras de uma escola da rede municipal de Delmiro Gouveia – AL

Abstract

The present study has as main objective to analyze the evaluation as a flexible and reflective instrument aiming at guaranteeing teaching that meets both the institutional and personal demands of each student, from the perspective of the teachers of the 2nd and 4th year classes of a school in the network. public in the city of Delmiro Gouveia - AL. The research understands the evaluation as an instrument of reflection in the classroom, allowing the teachers to perceive in a more singular way the differences between the students. It was specifically sought to analyze how a flexible assessment can be made, reflecting on the advances in the institutional system, as well as to know the role of teachers as mediators of teaching and learning and to verify what practices and actions are being done to guarantee the quality of assessment and improvement of student performance. The applied methodology was conceptualized as exploratory research, developing in bibliographic study and field study; the data were obtained through a questionnaire applied to elementary school teachers at the school mentioned above. To carry out the analysis, we list the following categories: 1) Mediation as a way to the success of the evaluation and 2) Flexibility for the Best results. The study showed how much the evaluation should be treated as a horizontal relationship between the student and the educator, which considers the subjects' singularities and presents itself as an instrument of reflection on pedagogical practice. For this research we mainly use the concepts of evaluation present in the studies of Luckesi (2000, 2005, 2009), Saul (1998), Hoffman (2019) and Perrenoud (1999), in addition to the reflections on evaluation and curriculum present in the Alagoas Curriculum Reference (2019). We understand that applying the means of assessment is, above all, for the teacher, the resignification of pedagogical practice, in which it gives meaning to the relationships and dialogues that the classes provide, allowing students to use in their daily lives what they experience at school in a harmonious and fluid way.