Avaliação da aprendizagem: ferramenta de apoio pedagógico ou de punição?

Abstract

Learning assessment has recently been a topic of discussion within the field of education, aiming to question the practices carried out in schools. It is important to recognize that evaluation serves as a mechanism to provide information to teachers regarding students' progress and difficulties. Based on the obtained results, teachers can plan actions that contribute to students' learning process, ensuring satisfactory outcomes. In this regard, our research focuses on examining the evaluation methods employed in the classroom and assessing whether they function as supportive tools or threats to students. Moreover, we aim to analyze the effects that these assessment practices have on students' lives, thereby exploring the pedagogical implications. To accomplish this, we conducted a case study in a private school located in João Pessoa - PB. Our research was guided by literature reviews that provided theoretical foundations for our investigation. We conducted the study with a third-grade class in Elementary School I, comprising 24 students, one teacher, and one classroom assistant. Through our research, we found that although there have been some advancements, it is not possible to generalize the practices observed in other classrooms. The exam pedagogy remains widely used, indicating its deep-rooted influence in the education system. To initiate transformation, it is crucial to understand the true purpose and effectiveness of learning assessment. Only by comprehending assessment methodologies can we evaluate and provide genuine support.