Avaliação da aprendizagem nos anos iniciais do ensino fundamental em uma escola pública de João Pessoa: ditos e feitos

Abstract

This study approaches the evaluative practices in a public school from João Pessoa-PB, whose general objective is to analyze the evaluative processes in the first years of elementary school, with the following specific objectives: to identify the instruments used by the teacher to assist in the evaluations; to characterize the pedagogical supports, theoretical and documental, used by the teacher to evaluate the children learning; to verify the influence of the national evaluations in the evaluative process of the students. For this, the theoretical framework was based on the following authors: Álvarez Méndez (2002), Chueiri (2008), Luckesi (2008a; 2011b), Hoffmann (2009) and Freitas (2009). In addition, I consulted official documents, such as: Law of Directives and Basis for National Education - LDB (1996) and the National Curricular Parameters – PCNs (1997). The data collection was realized through field research with qualitative approach, by means of the observation of 5 th year A and B classes composed by 64 (sixty four) children in total, with 32 (thirty two) in each classroom; it was also realized an interview with the teacher of the class. The results pointed that the teacher recognizes the importance of a processual evaluation; however, the observations indicated practices that have the main objective of achieving the score determined by the scholar system. In the face of this, it concludes, thus, that the school uses verification, predominantly, instead of using the learning evaluation, what makes necessary to develop policies and actions in order to problematize and insert in the evaluative processes a perspective of “Learning evaluation”, no more classificatory, but inclusive and democratic.