Avaliação formativa no ensino médio: ensaios no cotidiano escolar

Abstract

This work analyzed evaluation practices realized in high school by state public teachers and their approaching perspectives to the formative evaluation. It presented as objective to reflect about how happen the evaluation practices in high school which join with formative evaluation in view of their effectiveness in the school daily life.The applied methodology was qualitative with the phenomenologicalhermeneutic method as an option to investigate and data analysis with emphasis on the Heideggerian philosophy. According to Heidegger, phenomenology is to make coming itself which manifests itself. In this way, it was chosen to search with teachers the essential elements to the understanding how these evaluative essays are given in view of the possibilities of the effectiveness of evaluative practices identified with the formative perspective in the school routine. The research included six public schools located in Fortaleza as subjects twenty four high school teachers. It used as instruments and techniques of data collection: survey, semi-structured interview, sensitive listening and participant observation in the classroom. The theoretical basis search for support in authors such as Hadji (2001); Heidegger (2006); Hoffmann (2001); Luckesi (2001); Perrenoud (1999) and Viana (2005). The findings suggest that coexist in school daily life formative evaluation essays as well as traditional evaluative practices. However, several present obstacles in this context act as preventing elements to the systematic implementation of this type of evaluation with formative characteristics.