Avaliação no contexto escolar

Abstract

The evaluation is a didactical tool, necessary and permanent which has to follow step by step the teaching-learning process in order to check out for progress or difficulties, orienting the pedagogical work for the necessary changes. It has to have a constructive character, aiming at the educational criteria proposed in any moment of the learning process. The present research aims at specifying the limits and the possibilities of developing, in a school context, a qualitative and mediatory evaluation, with the intention of making into a progressive process, inclusive and diagnostic, able to contribute to the social transformation of teachers and students. This way, one carried out a bibliographical study, searching in many authors a better understanding of the evaluation theme in the school context. Following this, one made a field research in order to better understand the relation among what is written, said and done. This research obtained data from the management staff, teachers and students of the six schools of the municipal net in Constantina-RS, in a total of six principals, twelve teachers and twenty-four students. During the research, one realized that, for the management staff and the majority of the students and teachers the evaluation is part of the continuous process of action x reflection x action. Thus, the act of evaluating, is not an act about a situation, person or object but a continuous process aggregated to clear and precise criteria to diagnose with better the education process, making the evaluation a dynamic act that give a direction to the actions of the teacher and the student.