Uma experiência educacional de avaliação da aprendizagem: diálogos em formação

Abstract

Think of the school evaluation as an intrinsic part of the process of teaching and learning requires understanding some of the limits that underlie the educational context. The process of research-action involving the triad (former teacher, school teacher and trainees), subject of this research consisted collaboratively to bring a critical reflection on the assessment of learning. The interpretive axes pointed to the different conceptions and evaluative strategies based on the speeches of the subjects of the triad, from the de-recording two training meetings in degree. The path taken evidence pointed in the speeches (concepts and practices) facility, as well as difficulties to be faced, when you need an assessment of learning with training / emancipatory principle be made effective during the teaching process, aimed at transforming a deterministic ideology to an ideology that emancipates.