Avaliação escolar: análise do percurso trilhado por um grupo de professores de Química do ensino médio durante a elaboração deste recurso didático-metodológico a elaboração deste recurso didático-metodológico

Abstract

The school assessment allows reflection on what is learned and is also taught. However, it has often been used to classify and promote (or not) the students for a higher school degree, making this resource have a character of punishment rather than learning. Thus, with the present study we seek to investigate the process of planning and construction of school assessment by a group high school teachers from the area of Chemistry of Juiz de Fora (MG) and region, so that this resource brings significant contributions to the teaching and learning process, considering the school reality and the public policies implemented. In this sense, we also try to understand how teachers conceive school assessment and its purpose(s), to understand how it is used in teaching practice, to identify which are the factors that make the evaluation not have the potential one would expect to follow the process of planning and construction of this instrument, considered by the teachers, with potential for the teaching and learning process to be more efficient and to verify what factors influence them in this process. For this, we conducted a workshop about school assessment, consisting of eight meetings and two semi-structured interviews, one before and another after the workshop, with the teachers participating in it. The interviews were recorded in audio and the workshop meetings were recorded in audio and video and transcribed to compose part of the research data. The data interpretation was performed from the Content Analysis. The data showed that only two teachers associate the evaluation with a pedagogical character, the others use it as an exam. However, the participants mobilized these conceptions by inserting elements that made them take a look at evaluation as an instrument that could actually contribute to learning and also to teaching. Finally, regarding the evaluation instruments and the evaluations, the teachers emphasized that it is necessary to have some characteristics, such as: diversity of means to obtain data for the evaluation, involve the daily life of the student, active participation of the same and instigating questions that lead to the reasoning of the student and not only to memorization.