Avaliação da aprendizagem escolar: convergências e divergências entre os atores do processo de uma escola pública de ensino médio

Abstract

The present essay focuses the learning evaluation process as it is seen by teachers and students of a public school from the state of São Paulo, Piraju city. The choice for a qualitative case study has made possible the analysis of the answers to the questionnaires solved by teachers and students. Interviews made with the school headmaster have made possible the characterizing of the surveyed subjects profiles. Results have shown that both students and teachers conceptions lead to the representation of the evaluation as a way of checking the program content associated to the measure of the learning and present classyfing evaluation characteristics, privileging the quantifying of students learning. They also show the tendency the teachers have to using in their speech, nomenclatures that come close to progressist concepts concerning evaluation. However, students answers confirm the practice of reproducing the content that has been taught. The data leads to a portrait of the evaluation concept in a public school that may work as a reference to the study of similar realities. It is emphasizes that is necessary and important the accomplishement of a permanent critical study in order to consolidate basic concepts regarding the evaluation of school learning and a critical reflexion of students, parents, teachers, employers and directors concerning pedagogic issues that surround the construction of knowledge.