Avaliação da aprendizagem em ciências da natureza no ensino fundamental anos finais: desafios e perspectivas em escolas públicas de Valença do Piauí

Abstract

Evaluation, as an essential practice in the educational process, has been the subject of reflection and debate over time. Although traditionally associated with the verification of results, it is now understood as a formative and mediating tool for learning, taking on new contours in the face of contemporary educational transformations. Evaluation is an important tool that is the subject of debate within the educational process. In this context, the aim of this study was to investigate the evaluation of learning in the Natural Sciences curriculum in the final years of elementary school, with an emphasis on the challenges and perspectives of teachers. Quality literature was used for the theoretical basis. A qualitative, descriptive approach was adopted in the research methodology. The data was collected through semi-structured interviews and observation of the evaluation practices of seven teachers working in four public schools in the municipality of Valença do Piauí. Among the main results of the analysis, it was found that although the tea chers seek to diversify evaluation practices and have similar conceptions of the importance of qualitat ive as pects, traditionalism is still present. Among the challenges faced, the following stand out: the lack of family support and the scarcity of resources such as teaching laboratories and materials for practical classes. It is therefore necessary to promote more active family participation in their children's school life, in addition to implementing an educational system that prioritizes learning through more consistent investments.