Avaliação da aprendizagem no ensino de Biologia: concepções e indicativos da prática Docente

Abstract

The evaluation of learning is a process that belongs, historically, to the human being's daily life. Institutionally speaking, the assessment of learning is directly related to the teachers' conception of it. n this context, Biology teaching is configured as an area that links theory and practice, and thus provides a more dynamic and less traditional teaching and assessment. The objective of this research was to understand the school evaluation process practiced by Biology teachers in high school through their conceptions and indications of practice. In order to reach the desired objectives, the qualitative approach and the assumptions of the phenomenological method were used, using the theoretical saturation to reach the sample closure. Seven semistructured interviews were carried out with professors who had graduated from the Biological Sciences course - UFPB and who work in the public high schools of the city of João Pessoa - PB. The results showed that the category "teaching of current biology in the teaching perspective" involves positive and negative aspects, with the theme "relation time schedule reduced to the extensive content", the characteristic most cited in the interviews, in contrast, the theme "relation with student's everyday life "was highlighted as the most important positive point in biology. The conceptions indicate that the investigated teachers have elements that fall into several types of evaluation, not having their knowledge and practice limited to only one specific type. Another characteristic highlighted from the interviews is the understanding of the evaluation process as something continuous and not punctual, having as main obstacles: a large number of students per class; infrastructure; time in the classroom; collection of the institution; Lack of resources. In view of the obtained results, it is possible to perceive the existence of weaknesses regarding the conceptions about evaluation of learning in the teaching of Biology, these weaknesses, not overcome during initial teacher training, however, can be overcome during a process of continuous formation. However, the restlessness and the desire of the teachers to heal their failures is notorious. In fact, this is a process that does not depend only on the teacher, because there are innumerable factors found in the educational system that limit the realization of an evaluation that promotes learning.