Resumo

LARA, Viridiana Alves de  e  BRANDALISE, Mary Ângela Teixeira. Learning evaluation in schools organized in cycles: teachers' concepts. Est. Aval. Educ. [online]. 2016, vol.27, n.64, pp.36-68. ISSN 1984-932X.  https://doi.org/10.18222/eae.v27i64.3731.

This article presents the results of a survey that aimed to investigate concepts of learning evaluation made by teachers who work in public schools organized in cycles, within a municipal network. Implementation of the learning cycle in the educational system set the automatic progression and implementation of formative assessment for students' learning. Teachers' testimonies collected in interviews were analyzed according to Collective Subject Discourse methodology. The main findings of the survey show that the new concept of education, school organization and evaluation, (re)constructed for over a decade, contributed to teachers' understanding of learning evaluation from a different perspective through evaluative processes that are more formative and inclusive, in an attempt to overcome the qualifying and exclusive assessment design currently so impregnated in educational systems.

Palavras-chave : Learning Evaluation; Formative Assessment; Learning Cycles; Early Years of Elementary School.

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