Conselho de classe participativo: um lugar pedagógico e democrático

Abstract

The present work aims to study the participative student performance evaluation, an important practice for the reflection to happen, not only by the teachers but also by the students, making an analytical development possible, also providing the students with ways to build new knowledge. Thus, this monograph aims to question how the participative student performance evaluation can be a democratic place, minimizing difficulties in the teaching-learning process. The methodology used in this monograph is qualitative approach, looking to understand the problems concerning the education area and finding solutions to them. The data collection was be by observation and the study of the data it happened be by analysis. Through this research, a more detailed knowledge of the processes involved will be reached. School practices that require a more effective participation of students, contribute to their socialization, being an important and healthy tool to the individual development process in the society which they are inserted. It is under the school responsibilities as an institution to purpose pedagogical practices to the students aiming to provide a wide formation, capable of promoting their abilities in the different dimensions that make them human beings. In this context, some educative actions need to be reinterpreted, making it possible to the student access the school deliberations, acquiring a critical-thinking posture concerning the evaluation forms and the way of dealing with the results gotten.