Abstract

GUIMARAES, Ana Luiza Bernardo  and  SOUZA, Nadia Aparecida de. Assessment in the learning of art: paths followed. Est. Aval. Educ. [online]. 2011, vol.22, n.49, pp.305-325. ISSN 0103-6831.

The concept of assessment can be used in a training or classificatory perspective, revealing the evaluative conception of those who carry it out. Unveiling this scenery led to the construction of the overall goal of this study: to map and understand Art teachers' evaluative conceptions. The research uses a qualitative approach, based on case studies, and was conducted in public schools in the city of Assis in the state of São Paulo, with the participation of six Art teachers. The data collection procedures used were: document analysis, questionnaires and interviews. The data were analyzed based on classical content analysis. The study found, in terms of learning assessment in Art, the existence of hybrid pedagogical models. The mixture is revealed in evaluation practices and concepts ranging from a stratifying classification to an uncommitted "laissez faire" with the future. However, some light can be seen when one realizes that a formative conception is also present, a conception understood as one that contributes to overcome difficulties. To expand the possibilities of carrying out a formative assessment requires time and space for training which promote reflection - not just sheer accumulation of information.

Keywords : Learning Assessment; Teaching; Epistemology; Teaching of Art.

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