Avaliação da aprendizagem escolar: contribuições e Influências no processo de desenvolvimento intelectual dos Alunos do 5º ano do ensino fundamental

Abstract

This scientific work is the product of an investigation about the assessment of learning in a state school in the municipality of Parintins, Amazonas. The main objective of the study is to understand the contributions and influences of assessment in the process of intellectual development of students in the 5th year of Elementary School. The methodology is an approach through the lens of Phenomenology joining with the qualitative nature, as a method of procedure was used the case study and the technique of data collection was the semi-structured interview. 03 teachers from the state education network who teach in the 5th grade classes were interviewed. The theorists who supported the research and helped us to weave with precision between the lines were Luckesi (2011); Libâneo (2013); Hoffmann (2017); Battallaso (2003); Sant'Anna (2001) who showed some concepts about learning assessment and their contributions; Melchior (1999); Ricci (2007); Balzan (1980) and Ribas who discuss evaluation tools in the teaching process; Saul (1988) who brings the difference between qualitative and quantitative instruments; Haydt (2008); Silva and Perez (2009); Afonso (2005); Camargo (2010); Depresbiteris (1989) show some evaluation modalities used in Brazilian education. It was found that learning assessment, when well applied in a diversified, integral and continuous way, through innovative assessment tools that remedy new learning situations, contributes to the intellectual development of students, as it detects their learning level, allowing them to focus on difficulties of learning that they present, bringing the possibility of improving performance, evaluation that allows them to perceive in which part of the evaluation process they are, as well as their level of learning.