O saber-fazer do professor e a avaliação da aprendizagem de ciências: uma análise documental

Abstract

The Learning assessment is a fundamental element for an education focused on the unabridged formation of the student. It i salso understood that it needs to be worked on in all its dimensions: diagnostic, formative and somatic. The effectiveness of it in the school context depends on the teacher’s know-how to do whose literature points out as plural by several types of knowledge. The present study aimed to reflect on a perspective of learning assessment according to the National Common Curriculum Base and the Alagoas Curricular Reference. A qualitative, descriptive research was carried out for that goal. Using books on bibliographic research evaluation, pedagogical procedures such as Bloom, Hasting and Madaus (1993), Luckesi (1999; 2001; 2011) and Vasconcellos (2003), and pedagogical procedures as Freire (1996), Gauthier et al. (1998), Scalcon (2008), Tardif (2002), Tardif and Lessard (2014) and Carvalho (2014). furthermore, the documentary research National Common Curricular Base and the Alagoas Curricular Reference are analyzed. Based on the thematic analysis of the contents gathered, it was concluded that the main purpose of the evaluation in the area, presented in the National Curricular Common Base of Alagoas, is offered to the students the contact with practices, processes and procedures of science, in a proper way that they learn how to intervene in society.