Avaliação da aprendizagem uma investigação crítico-reflexiva sobre suas limitações

Abstract

Learning Evaluation is a widely discussed theme, in the educational environment, and contributes to the improvement of teaching and learning process. For the protagonists of this story: the teacher and the student, evaluation serves as a support for the student to really learn and for the teacher to notice himself not only as someone who teaches, but as a person which contributes to the construction of knowledge of his students. However, it is known that there are divergences in the act of evaluating, in relation to the quantitative and qualitative aspects of learning. Therefore, this study aimed to analyze the process of learning evaluation and its limitations in the classroom, in the context of a school in the public municipal system in João Pessoa. Our methodology is qualitative in nature. As a starting point we carried out a literature research with relevant academics regarding to the subject, as Hoffmann, Luckesi and Perrenoud, among other. We used as data collection along the teacher and students combined with the use of interviews and semi-structured questionnaires, favorable to the outcome in our investigation. Thus, as a result of the research, it was realized the existence of limitations in the process of learning evaluation in the context of the classroom observed in this educational institution. We conclude that the learning evaluation is not mere measurement, and should be a integral part to the whole process of teaching and learning. The teacher should know how to use the various evaluation instruments in the construction of the knowledge of his students, and as always review his educational practice. Therewith, he should be certain about the proposed objectives and the evaluation criteria, so it can actually occur a fair and meaningful evaluation for all involved in the teaching and learning process .