Implicações da avaliação da aprendizagem no ensino fundamental: série e ciclo

Abstract

This work is a qualitative research that aimed to investigate the conceptions of learning assessment in a “seriate system” school and in a “cycle system” school. It aimed to observe, in these schools, how the pedagogical and evaluation practices are developed, obtaining informations to establish a parallel between the evaluative actions. The group investigated in this research was composed by principals, pedagogical supervisors and/or education coordinators, teachers and students of two schools in the early years classes of elementary level school. Were carried out documental analysis, observation of school practices and interviews. It was concluded that both, the “seriate system” and the “cycle system” schools, develop some diagnostic and formative evaluation practices in their day-to-day. This means that independent of the organization of school time there are evolutions, but there are weaknesses and advances in respect of learning assessment. The research showed that the traditional school practices are present on the day-to-day of the schools and influence the evaluation process.