Avaliação escolar: intervenções pedagógicas necessárias

Abstract

The purpose of this article is to analyze the evaluation functions in the teaching-learning process applied to the students of the 2nd Year of Primary Education and the interventions made by the teachers who work in this series, after analyzing and studying the data generated by these evaluations through the description And comparing the objectives of each evaluation, discussing the educators position as evaluator and the possibilities of mediation in front of this new conception of evaluation, where the school evaluation is understood as a tool that allows diagnosing and carrying out the pedagogical interventions, favoring changes to the students, as social subjects and that this process is marked by the logic of dialogue, participation and the construction of autonomy in order to perceive its perspectives for education and society, according to the theoretical foundations of Luckesi (2002); Perrenoud (1999); Benevides and Viana (2010); Hadyt (1988); Morais (2011); Libâneo (1994 and other scholars of the subject. Within a historical context, the concept of evaluation refers us to the idea of proof, assignment of marks, approval and disapproval. In this traditional and anachronistic view, education is understood as the transmission of linear contents and evaluation, as an instrument to measure cognitive learning, even ignoring previous students; knowledge. However, from a new educational scenario, one can perceive a rupture of this model instituted through the ages and, in a new perspective, the evaluation starts to have the sense of orienting, planning and re planning the actions focused on teaching learning.