Avaliação como um elemento para o processo de ensino aprendizagem

Abstract

The problem that, nevertheless arises, is the difficulty felt by the teacher in accomplish an evaluation guided by formative and qualitative principles, in virtue of vicious cycle on accomplish that evaluation punctual that function only like examiner principle. Being that the sense own of the evaluation is show to the pupil and to the teacher relevant data, that they will get of way gradually and procedural a significant result. So, the objective of that work pass be to reflect about the evaluation and the school learning pointing the principles of the LDB 9.394 / 96 and the thoughts of some authors who write about such thematic. This work will have like approach method deductive method, with method of monographic procedure and technique of research of documentation indirect using the bibliography research and who have like theoretical basis the writings of Hoffmann (2007), Luckesi (2003) Libâneo (2004 ) among others. Carry out the assessment of learning as a process just normative and of way standardized for all the pupils is misrepresenting its meaning and deny their wealth. Therefore, justified if the need for investigate about the evaluation of school learning must to the fact of this be a relevant subject for all education professionals, because this is a task inherent in teacher practice and needs to be done consciously and enough committed.