Análise metodológica da avaliação da aprendizagem no ensino de ciências da natureza do CETI ensino médio Augustinho Brandão

Abstract

It is evident how the evaluative process of teaching and learning, in the search for evaluative practices articulated to a pedagogical proposal that aims at the full development of the learner, besides the preparation for the exercise of citizenship and the qualification for the work, as required by the legislation has been challenging education professionals across the country. It is in this scenario that the present study presents an analysis of the methodologies used in the process of evaluation of the learning applied by the teachers in the science teaching of the Integral Time Middle School Augustinho Brandão, a public school of the state of Piauí, located in the City of Cocal dos Alves-PI. In order to reach this objective, a descriptive explanatory bibliographical research was carried out, through which we investigated conceptions and evaluative models, in the view of theoreticians such as Hoffmann (2001), Luckesi (2005) and others. Next, a qualitative and quantitative field research was carried out, in which data were collected through interviews, semi-structured questionnaires and observations with a sample of 3 science teachers and 26 students from the second year of high school, from that school. After analyzing the data, it was found that an evaluative practice of quality is only effective when it breaks the paradigm of approving or disapproving, to use an action that intervenes in the results placing error as part of the construction of teaching learning.