Abstract

PEREIRA, Lucia Cavichioli  and  SOUZA, Nadia Aparecida De. Concepção e prática de avaliação: um confronto necessário no ensino médio. Est. Aval. Educ. [online]. 2004, n.29, pp.191-208. ISSN 0103-6831.

The main concern of this research - a case study - was to achieve a deeper understanding of the paradoxes present in the evaluation of the learning process. This was done from the point of view of an analysis of the conceptions that underlie school daily life, of the guidelines and policies that guide High School (Ensino Médio) and of the transformations derived from a cycle structure. The study made it possible to determine that the proposals, now implemented, do not translate into promising horizons that would ease the selectivity to which High School teenagers and young adults are still submitted. Evaluation planned as a control mechanism presents characteristics that rule out any transforming potential, reassuring itself as a classificatory practice designed to verify contents and using techniques and instruments that do not ensure an understanding of the learning process as experienced by the student. Evaluation detached from the education process does not fulfill its transforming function and does not even contribute to review pedagogical thinking and doing. Educators’ lack of theoretical conscience together with misdirected educational policies have contributed to maintain this reality. Therefore, a deeper understanding of the nature of the teaching-learning-evaluating relation constitutes the fundamental process for redirecting high school so that it will promote knowledge and learning for everyone.

Keywords : Learning Evaluation; High School; Educator’s Conception And Action; Cycle Organization.

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