A concepção da avaliação no contexto da gestão escolar: o caso dos pareceres descritivos

Abstract

The evaluation of school learning process in nowadays educational context refers to a complex discussion. Into this perspective, it was created a polemic issue through innovative practices of evaluation and their relation to improvement of the teaching process quality. This study aimed at observing how teachers are being prepared to use the descriptive opinion in early years of Elementary School, as well as it intended to emphasize which are the main difficulties and worries when they are building this knowledge. The central problem of this research summarizes a suspicion that descriptive opinions represent just a part and not a whole of the evaluative process. In this way, it was possible to perceive that, it itself, is not enough to demonstrate the student success related to learning process. Therefore, it‟s not the best tool to express the real learning quality. As a theoretical basis, this research had authors like: Cardoso (2002), Corazza (2001), Esteban (2005), Hoffmann (1993, 1998, 2000, 2001), Libâneo (2007), Luckesi (2004, 2006), among others. The investigation was developed through a qualitative approach and it had, as a procedure, the Case Study methodology. To collect the data, it was used the structured interview and the documental analysis of Brazilian Education Policy (LDB 9394/96), also it was used the school political-pedagogic project, which configure as a documental research. The participants were three teachers of early years of Elementary School of a public state school in Santa Maria-RS-Brazil. It‟s possible to conclude, in this way, that evaluation process through these descriptive opinions couldn‟t be considered like a whole of this activity; however it‟s just a part of evaluative process.