A avaliação da aprendizagem no Ensino de Ciências: um processo constitutivo do currículo escolar

Abstract

This research approaches the evaluation of learning in Science Teaching (ST), recognizing it as a process that integrates teaching and learning and constitutes the school curriculum. The problematic of this study assumes that the evaluative practices are based on conceptions of evaluation, and generally are experienced under a classificatory perspective, compromising the autonomy of students in the learning process. This is qualitative research, a case study, which involved bibliographic and documental research and interviews with teachers who work in the CE in a public school. Its general objective is to recognize the conceptions about the learning evaluation process of teachers who work as the CE, in elementary and high school in a public school, to analyze how these contribute to the construction of the school curriculum. The research was guided by the following guiding question: what are the conceptions of evaluation of teachers who work as CE developed in the teaching and learning process and that are contributing to the construction of the school curriculum? Based on the general problem and objective, the research was divided into specific objectives, developed respectively in three articles: The first one corresponds to a literature review with a special interest in raising the main discussions that are going through Science Teaching about learning evaluation; the second one corresponds to a bibliographic research in theoretical contributions that discuss fundamental concepts about school evaluation, which debate the evaluation in the school curriculum as a guiding axis of the subject's formation; the third one develops a case study, with the objective of investigating the teachers' conceptions of learning evaluation to reflect how they can constitute the school curriculum. For the data analysis it was used the Content Analysis, which indicated analytical categories to be discussed in the respective articles. The results of the research indicate that the conceptions of learning assessment of female teachers can be understood with the purpose of verification of learning and also as monitoring the development of the student. These conceptions are not unique, nor are they complete, because the teachers move between both. In this sense, the conceptions, when they become evaluation practices are contributing to the formation of a school curriculum that contributes to the formation of a type of student, either the one who seeks results or the one who walks to assume the leading role in the process of knowledge construction.