Percepções sobre a avaliação: um estudo de caso com alunos de 8° e 9° anos do ensino fundamental em uma escola pública de Ibirubá - RS

Abstract

The educational process aims at the integral formation of individuals for participation in life in society. In this sense, classroom management, which encompasses all activities of planning, implementation, evaluation can contribute to the implementation of a culture of participation in school management. Concepts concerning the purpose of evaluation range from measuring and quantifying learning to a cognitive instrument of emancipation of the individual. Thus the present work aims to know the perceptions of 8th and 9th grade elementary school students about the evaluation. For this, a questionnaire with four questions was used, answered by 44 students, which was applied during part of the class period and later, the answers were transcribed and analyzed according to Content Analysis (BARDIN, 2011). The results point out that for the students the evaluation presents itself as an instrument to verify the learning, the knowledge and the capacities, which represents a traditional conception. Few were the answers that indicated the evaluation as a diagnostic tool or strategy to regulate the own development, which would be a conception next to the emancipatory evaluation. The main evaluative resource mentioned by most students is evidence, while self-assessment was not mentioned. It is pointed out as perspectives the possibility of implementing evaluative activities from a perspective of autonomy, as well as the need to approach the subject together with the initial and continued formation of teachers.