Avaliação da aprendizagem na perspectiva de um grupo de professores da disciplina de Ciências: Uma análise do processo em uma escola pública de Cubati – PB

Abstract

Studies about learning evaluation have advanced in the recent years, whereas it is an indispensable tool to guide learning. The evaluation works as a mediator instance on large-scale verification processes proposed by education systems, as well as the students´learning evaluation based on classroom and teacher work, therefore the evaluation should focus on the dynamic and non-linear character of learning. We conceive that the evaluation is an example of analternative that the teacher canuse as guiding the teaching process.We aim to identify how the learningevaluation process in the discipline of Science in the final years of elementary school (6th and 7thseries), associating teachers’ conceptions about evaluation and how they conceive the elaboration of the evaluation tool.The study was carriedoutin a public school located in the urban area of the city of Cubati/PB. Data collection was carried out through the analysis of reports on class diary form 2009 to 2015; the observation of the evaluation process and the application of a questionnaire among the Science teachers to obtain more information about their conceptions about this tool. The collected data were analyzed by categorical analysis and the data interpretation by content analysis (BARDIN, 2011). Faced with the proposed problem, the evaluation in researched school context has a classificatory and authoritarian function, since most of people on school community are worried about the note to be approved and although this aspect is significant, can not be considered primordial, because the learning evaluation is comprehensive, it goes far beyoni obtaining notes. For teachers, the evaluation is the act of verifying student learning, but it is worth emphasizing that the main instrument used by them is the written test, obeying a calendar, but this is a classificatory practice, which does not verify the learning, because in the moments of discussions the students participate clearly in the speeches and often does not reach the average grade proposed by the school. However, it is worthing noting that a practice of change must be implemented in this community, with the intention of improving the indices that the research reveals to us. Therefore, it is suggested that the school develops the evaluation of learning, not only with the purpose of approving or disapproving, but to contribute with the student so that he can acquire his autonomy for the exert of citizenship. What is important on evaluation is to always have in mind that its´ meaning goes beyond the attribution of a grade and verification of learning, it should be used as an element so that both teacher and students can review ways, methodologies, so that they can improve the pedagogical doing.