As concepções de avaliação de textos escritos de professoras do ensino básico.

Abstract

The design of evaluation in basic education, the student in writing of the 5th series, adopted by the teacher, is the starting point of this research work. Aim to identify the design of evaluation of teachers and the use they make of essays produced in the school context and in interaction with the social context. Compare the concepts explained in the questionnaires distributed to the practice in corrections, and finally, detailed design of evaluation through the marks left by them in the writings of students. Thus, we analyzed questionnaires, interviews and teaching material, collected from the teachers and students, containing, inter alia, the following questions: What is assessed? How often do you make written production? How often do you work the refacção text in your classroom? As interfering with the evaluation plan? Rule by discussing the teacher must always have in mind a solid theoretical base from which he must understand the practices of teaching learning. Reflecting on the relationship established in this process by showing that the rates - rates that must be collected on products that reflect these relationships, ie the students' written productions. Then the teacher will be able to revise and reinvent their practice according to the intersubjective cognitive skills of their students and themselves. However, the results reported by this work, after the tests, and results on the design adopted, differ and are instigating moment of reflection on the practice of writing in primary education and also on how the evaluation of texts written by students and the use made of them after correction.