Avaliação da aprendizagem: um desafio na construção do conhecimento

Abstract

This work aims to reflect in relation to the evaluation process that must be developed in a democratic school, where it contributes to the full education of the student. The choice for the theme is justified by the complexity of the subject and the difficulties of the teacher in his school social practice. The purpose of the assessment is to provide information about the pedagogical process, so that those involved in the process can make the necessary interventions and adjustments to contribute to the student's learning, to their full training. It is necessary to review the evaluation proposal. We need to invest in the quality of life that is created and that extends us to different times and school spaces. So it is necessary to make changes, in the educational evaluative processes inside and outside the institution, in the classroom itself. Not all changes have the same democratic value, the changes we propose here are in the sense of breaking with traditional, quantitative models and the affirmation of formative and emancipatory assessment. In this context, we need to make considerations not only for assessing the face­ to­ face teaching process, but also for Distance Education, an educational modality that is here to stay, appropriate to today's time and characteristics.