AVALIAÇÃO FORMATIVA: por uma educação de qualidade social

Abstract

The general objective of this work consisted to analyze the practices of evaliation in a group of Mathematics teachers from elementary education II, from public school, in the city of Jataí/ GO, searching to understand how this practices are conected to the elevation of the quality education socially sanctioned. The interest of the theme “evaluation of learning” emerged from the experience as a researcher, dealing, as pedagogical coordinator, with the difficulty of teachers in the evaluation process. For the study it proposed the problem: Wich are the evaluation practices used by Mathematics teachers in elementar school II and how this practices are attach to the elevation of the quality of socially sanctioned education? It started with the assumption that the evaluation of learning and for learning, in a formative perspective, has the purpose of generating useful information about all stages of the teaching-learning process, providing subsidies for the teacher to understand the forms and the learning rhythms of the students; in that way, the evaluation contributes to the elevation of the educational quality that is socially ratify. The research, of qualitative approach, was characterized as a case study. To grounding theoretically the study, we resort the educational literature of critical perspective to construction of concepts of evaluetion. We appeal also to the educational legislation to compare the adopted conceptions of evaluation with the adopted framework. The collection of informations with the subjects of the research was made by a descriptive memorial and starting with interactions in a pedagogical workshop tittled: “ Evaluation of learning mathematics: building instruments of formative evaluation”, which was the result of this dissertation. As produce, the teachers speech point to objective material conditions from teaching work and the public school as barrier to materialization of formative evaluation and social quality education.