Avaliação Formativa: contribuições para o processo de ensino e aprendizagem de ciências

Abstract

This article aimed to analyze the implications of formative assessment for the teaching-learning process of Science based on a bibliographic study. The following authors were used as theoretical basis: Luckesi (1994), Sant’anna (1995), Hadji (2001), Gatti (2004-2009), Jacomini (2010), among others. In addition, this study proposes a reflective and critical look at learning assessment practices, analyzing how they can contribute to a more effective educational process. In this context, assessment constitutes an essential pedagogical activity for monitoring, diagnosing and supporting students throughout their academic trajectory. Since it is a complex process that requires teachers to be committed to offering quality education, while encouraging students to take an active role in the construction of their knowledge. Furthermore, this study, of a bibliographic nature and based on qualitative and quantitative research, covered the period from 2012 to 2020 and used as sources the databases of the Capes Periodicals platform and the Scielo Brasil journal. Therefore, the research provided an important contribution to education with a focus on assessment as it is part of the teaching and learning process that is very important for the development and performance of students. In addition, it seeks to contribute so that teachers can develop methodologies for teaching Science so that they can achieve the proposals of the didactic planning and also contribute so that students can have meaningful learning by assimilating the proposed content and understanding that Science is not far from their daily lives.