O que, por que e como avaliar no ciclo de alfabetização: concepções e práticas

Abstract

The main objective of this piece of work was to understand which concepts and practices of learning evaluation should and/or are being developed by teachers of the Literacy Cycle (Ciclo de Alfabetização). With specific objectives we intend to: identify the role and dimensions of learning evaluation in the Literacy Cycle; analyze which concepts of learning evaluation the teachers working in the Literacy Cycle have; evaluate how the concepts of learning evaluation presented by teachers in the Literacy Cycle relate to their practices; identify which instruments and evaluation criteria are being used and their contributions to a learning evaluation committed to the students' learning success in the Literacy Cycle. As a research methodology, the qualitative method was prioritized, using a case study, as well as participant observation and semi-structured interview. The research was carried out among three Literacy Cycle teachers of a Municipal School in João Pessoa/PB, one of them being a 1st year Basic Education teacher and the other two are 2nd year Basic Education teachers. We sought theoretical support in the discussions of Mainardes (2008; 2009) and Perrenoud (2004), in their studies on the cycles, Hoffmann (2001; 2006) and Luckesi (2001;2006) in their studies on the evaluation of learning and Pereira (2012) and Villas Boas (2013), who contributed with their studies on the evaluation of learning in cycles, among other authors who contributed to the discussions of this work. The results of this research show that, despite the identification of some elements, in the pedagogical action of the teachers, justifying evaluation as an instrument of mediation between teaching and learning, the evaluation practice continues many times presenting a punctual and classificatory character, caused, mainly, by the incomprehension about the continuous progression, the purpose and importance of the evaluation of learning in the Literacy Cycle and the inefficiency of the continuous formations. In view of this, we recognize the importance of learning evaluation for the success of students' learning.