Avaliação da aprendizagem e a formação integral do aluno dos anos iniciais do ensino fundamental: desafios e perspectivas

Abstract

The main focus of this research is to understand the challenges and perspectives of evaluation in the teaching-learning process, in addition to a numerical or conceptual scale, emphasizing the integral formation of the Elementary School students. In particular, the objective was to analyze the importance of evaluation in the teaching-learning process and in the integral formation; identify the role of the teacher in the act of evaluating and; define possible challenges and perspectives of evaluation in the integral formation of the student. The methodology used in the research was Phenomenology, also using a qualitative approach. The instruments of data collection were the participant observation and the semi-structured interview, besides the records of the field notebook used in the activities of the Supervised Internships. We used a semi-structured interview with five teachers from the 1st to the 5th year of elementary school and five students from the same years. In the first moment, the sample was a group of the 3rd year of the Initial Years of Elementary School observed during the Supervised Internship III and in the second moment, the teachers and students who participated in the semistructured interview. The research was conducted in the Center-South Zone of the city of Manaus - AM, in a School of the Municipal Network. As a result of the interpretations, it was identified that the evaluation consists of facilitating the teaching-learning process, being developed cooperatively by all participants in the educational process and the role of the teacher is to respect the level of learning of the individual, understanding that the human being is a being in permanent development. The research intends to contribute to the debate on the subject, in the courses of Degree in Pedagogy and in the scope of the Schools of Basic Education, aiming to understand the evaluation in the teaching-learning process as an instrument of integral development of the individual.