Avaliação da aprendizagem: um estado da arte na pesquisa contemporânea

Abstract

This article aims to analyze, based on research, the methods and conceptions of learning used in Brazil, investigating how assessments are conducted in education, the main challenges faced by teachers and students in this process, and possible improvements for its implementation. The research problem arises from the following question: why are assessment practices still strongly linked to traditional methods, even in the face of a growing need for more formative and inclusive approaches? Methodologically, the study is based on qualitative research using a bibliographic approach. Content analysis was conducted through four analytical categories: general conceptions of teaching, conceptions of teaching and learning, active methods, and assessment procedures and their criteria. The study revealed that the theme of "assessment conceptions" is complex and highly relevant for educational analysis, as teachers still present varied understandings of the topic. Additionally, it was found that discussion and reflection are essential tools for enhancing educational and assessment processes.