Narrativas de professores sobre avaliação

Abstract

Classroom assessment is an intrinsic component of the teaching and learning process, and cannot be dissociated or ignored. It is a controversial aspect, since it depends on the conception that each teacher carries, related to their conception of education. To analyze how teachers from different areas of knowledge attending a second teaching graduation understand the process of evaluation in the classroom. In order to do so, we broadened the narratives of 18 teachers into four groups: Evaluation as a process in the day-to-day classroom; Evaluation as a possibility of reflection of the teaching action; Different evaluation strategies; and Qualitative versus Quantitative Evaluation. It was observed that teachers conceive evaluation as a continuous process, considering that it is necessary to rely on theoretical knowledge incorporated in practice, because only then will it will be possible to carry out the difficult task of evaluating in an inclusive, participatory and emancipatory way.