Avaliação da aprendizagem escolar: práticas em novas perspectivas

Abstract

This study aimed to establish parameters for assessment practices that stimulate innovations in elementary and high schools of Santa Maria/RS everyday. In view that pedagogical practices are directly related to student learning assessment, we present a brief reflection about teaching and learning process assessment, assessment in Brazilian educational system - elementary and high schools, innovation practices planning and development in relation to the assessment, the subjects of learning and the learning assessment. For this study, we made a research about the assessment practices set in sixteen (16) elementary and high schools of Santa Maria/RS, in which we analyzed, initially, school documents such as: Political Pedagogic Project (PPP), School Regiment (SR) and Plans of Studies (PS) for, afterwards, we found two (02) schools which pointed out innovative aspects in the assessment practices. In these two (02) schools, we interviewed two (02) pedagogical coordinators and eight (08) teachers from high teaching. The choice for these two (02) schools was due to the fact that these ones had eliminated the grades in the assessment of students learning. The gotten information obtained from textual analyses of schools documents, from the interviews, from analyses of assessment practices carried out by the teachers and from their plans of studies, it tried to study the school organization changes that pointed out innovative practices in the students learning assessment, as well as, to characterize these assessment proposals operation and the relation between them and teaching activities proposed by teachers. These pieces of Information showed that the effective changes, carried out in the schools investigated, were originated from the needs of school community in order to solve problems related to learning process and to school evasion. A time that, as an innovative aspect in the curriculum structure of these schools, we point the fact of both to express the registers of results of the evaluations by means of seeming descriptive and reports of learning, without worrying about maintaining the student in the same grade anymore, it became evident the worry about student s teaching and learning process. Changes executed reflected, directly, in these schools curriculum organization and, consequently, in the need of teachers think about their practices, it originated the possibility of having reflecting, changing, replanning and studying practices constantly.