A prática da avaliação na função diagnóstica em sala de aula

Abstract

This study aimed to detect the practice of evaluation in diagnostic function in the classroom and relationship management with the evaluative action, at the Municipal School of Primmaz Anselmo Elementary School, located in Barrio Expeditionary, the municipality of Soledad, RS. The service proposed goal accomplished - in three parts: - analysis of theoretical understanding about the assessment in diagnostic function contained in the Rules and Education Project; - interviews with teachers of elementary school and with teachers who advise on activities Pedagogical Coordination. The investigations of documentary character and exploratory reasons, based on the reflections of Freire (1997), Hoffmann (1997/2005), Luckesi (2003), Sacristan and Gómez (1998), among others. The results revealed that teachers realize the practice of evaluation in diagnostic function, the difference being determined by the time variable: - at all times of the teaching process, 64% - at the beginning of the school year and in each unit of work, 27 % - monthly 09%. In stock Pedagogical Coordination 'responses responsible for exercising the search function became noticeable by dialogue, exchange of experiences among teachers in order to correct the distortions and routing to achieve the objectives set, as well as analysis of the performance in the classroom class, which predisposes to build a conscious and collective work at the institution. The relationship between assessment and management was perceived mainly because the diagnosis result of student learning is also a diagnostic management.