Proposta de avaliação da aprendizagem aplicada ao ensino de Física em uma aula de Eletrostática

Abstract

This study aims to propose an alternative approach to learning assessment in physics education, specifically in a lesson on electrostatics. The research begins with the understanding that assessment is an essential part of the pedagogical act. It should be oriented towards student development rather than merely measuring performance and assigning grades. Initially, a historical overview of learning assessment in Brazil is presented, from the colonial period to the present day, highlighting the influence of traditional teaching, the rise of the Escola Nova movement, and the shift to the technicist model. Next, the study analyzes how assessment is addressed in official documents such as the LDB (Law of Guidelines and Bases), the BNCC (National Common Curricular Base), and the PNE (National Education Plan), emphasizing both conceptual advances and gaps in teaching practice. The paper also discusses the role of the Basic Education Development Index (IDEB) and other evaluations, reflecting on their limitations in diagnosing students’ individual difficulties. Based on authors like Cipriano Luckesi, the study proposes a formative, constructive, and diagnostic assessment model, focused on the classroom reality and students’ challenges. Finally, a lesson plan on electrostatics using formative assessments is presented. The research concludes that meaningful assessment must begin with planning, which should align with the school's Political- Pedagogical Project, thus contributing to the comprehensive development of students.