Avaliação da aprendizagem: do diagnóstico do ato de aprender aos espaços educativos

Abstract

The main purpose of the current paper is to accomplish a bibliographical study about what characterizes an assessment. Specifically, this study aims: i) differentiating exam and assessment; ii) analyzing existent relationships between the space organization of school and the process of learning. There are expressive differences between the action of examining and the action of evaluating, whose effects are observed in the quality of the relationship that a student establishes with the process of learning. The assessment comes as an alternative to the traditional exam: a pedagogic procedural and subsidiary action of teaching and learning processes, with decisions to reorient the process of learning whenever necessary. An emphasis is observed, in education institutions, that demarcates the classroom as an exclusive space of learning. Education changes are necessary due to the standardization that obstruct an intentional and differentiated pedagogic procedural in terms of the needs and possibilities of the students, concerning to their evaluation or the school space. This study is based on contemporary authors as: Barguil (2006a, 2006b), Hoffmann (2008) e Luckesi (2001, 2011, 2014).