A perspectiva do processo de avaliação da aprendizagem escolar proposta por Luckesi e Hoffmann: uma análise comparativa de aplicabilidade no 5o ano do ensino fundamental

Abstract

Evaluation is an essential action of the educational process. Collaborator to the students diagnosis and teacher evaluation practice, the act of evaluating is found on the current practice of some limitations that prevents your resourcefulness to the transformation of the subject of the fifth school year for full citizenship. The problematic of this research is to identify in the authors proposals Luckesi (2011) and Hoffmann (1995) more consistent evaluation perspectives processes with the reality observed by the researcher in the fifth school year classes. The aim of this study was to theoretically analyze the proposals of the authors Luckesi (2011) and Hoffmann (1995), to trace a parallel to their definitions and find evaluation applicability possibilities of the proposed evaluation for the fifth school year classes. The research methodology is theoretical/qualitative and bibliographical, making correlation with the experience observed by the researcher in the field. Data analysis showed how it is possible make the evaluating practice within a mediator and diagnostic perspective defended by the studied authors. Is perceived that there are solutions to evaluating act changes that provides the citizenship construction of fifth year's student.