A PRÁTICA DA AVALIAÇÃO DO DISCENTE VISTA COMO ATIVIDADE PEDAGÓGICA E NÃO COMO PUNIÇÃO: uma revisão de literatura

Abstract

The term evaluate has been associated with taking, assigning grades, taking tests, passing or repeating the year. In the evaluation, education is imagined as simple transmission and memorization of ready-made information and the student is seen as a receptive and patient being. The objective is to carry out a bibliographic review to identify the view of the student's evaluation practice as a pedagogical activity and not as a punishment, and to discuss the main evaluation methods currently practiced in the school context, through the latest studies on the subject. This research proposal is relevant for a greater reflection regarding the school evaluation process. The study was carried out between the months of May, June and July of the current year, with a search for publications referring to the last ten years in Virtual Libraries in education that include a wide database referring to the theme; as well as Google Scholar; Scielo, among other research sources. The electronic search in the database resulted in the initial identification of 17 studies. When carrying out the screening of these works, a total of 10 works are for the study. Learning assessment, when put at the service of improving the teaching-learning process and understanding, can be a significant guiding element in pedagogical work and illuminate teachers' decisions. We conclude that for the assessment of learning to take place in schools, there must be an arduous process of transforming the school system, teacher training and student thinking, which scores better than knowledge.