Resumen

METTRAU, Marsyl Bulkool  y  ALMEIDA, Leandro S.. Relação pedagógica: a dialética entre aprender e avaliar. Ensaio: aval. pol. públ. educ. [online]. 1996, vol.04, n.10, pp.51-64. ISSN 0104-4036.

Learning how to learn, is exactly what teaching should aim to and achieve, because to assess is to always be reformulating, improving and learning this is the highest level of learning. Assessment and learning resemble a great two direction road where everybody passes through the teaching learning procedure, followed by their corresponding qualifying parts (teachers, students, families and institutions). The assessment, the assessment being the maximum estimate of learning because this will show what and how much has yet to be learned that is, the contrasting point and confirmation the learning has been achieved and to what extent (Beltrán Llera, 1993). The new assessment procedure is more complete and is centered on what students produce, show and manifest at different moments, making use of tools carefully built, oral and written tests, other different forms of expression and any other of fact that may help teacher and student show, what they have managed to teach and learn. A QUALITATIVE assessment aims to register the students' experience in depth and details. It is of a fundamentally descriptive nature showing the student has come to modify, to learn and to know. It completes and adds a new and different analyzing judging focus which can and should enrich and widen the rates of getting the final results right, whether it be the students' position or the teachers' and all those involved in the teaching process. This bipolar tendency corresponds to TWO POINTS that should become closer and complement each other until they become as ONE. Teachers and students should establish together the criteria specifying behavior discernible for both, explaining what contents and abilities will be assessed as well as clarifying fundamental aspects that guide and help graduate the results expected. Student participation is very important since the primary source of these criteria is their personal experience. One good suggestion would be for them to test their understanding of these criteria by comparing them to the situation in real life, and the real world of pedagogical practice in which they take part. In this way the students would be helping and interacting with their teachers, because this issue carries its own dialectics: what the student should learn and what the teacher should teach. The day when assessment begins to be taught and understood as a source of learning, and not only as the result of learning, a great part of the problems involving repeater students, flunked students, and dropouts would then be resolved because the student himself would then be involved in his/her assessment procedure, giving information to the teachers about how and why they learned or did not learn. The procedure would grow and be carried out as it should be: in the great avenue of the School on a two way direction road, where all attention available is required while at the same time it offers complete traffic facilities for every body, specially for the main characters of this article: the teachers and students. Another vital aspect to be taken in consideration (Sternberg, 1992) regards controlling and executive mechanisms, usually called metacognition which enables the student to study and follow all learning step so he may master them and apply them each time he needs to learn new procedures. Metacognition is of great value to the teacher to help in any kind of learning and in detecting any failures of this learning, reorganizing new steps for the next assessment, and to the teaching of any topic in any field of learning and doing. "Social Sciences tend to face society and human beings as relative static entities and not as complex constantly changing ones, mainly in the developing processes. Our everyday life gives evidence of this continuous change: children grow in ways unforeseeable to their parents, teachers and social group. The most recent generation creates their own way of understanding the world, who only, partially follow their parents generation or the preceding one, diverging from their comprehension in significative and innovative ways" (Vascancellos & Valsiner, 1995, p7). Intelligence should be and is of general public interest. We are involved by this issue and its effects on the family, on the school an friends, and professional life. Intelligence is known for its effects and not for itself. The course of time shows us several concepts resulting from different points of view of several writers who sometimes resemble each other, who sometimes totally diverge from each other and sometimes complement themselves, but these scholars have not strived to unify their similarities and thus achieve growth by removing their differences. We wish, with what has been said to draw attention to the fact that educational professionals need to be periodically updated. Writers believe intelligence needs stimulation; this information should be promoted and widened so as to reach different professionals, specially teachers whose bases far assessment and judgment, many times revert to the issue of intelligence, which is seen today as the sum of different skills such as: learning, thinking, remembering, adapting to the environment, motivation (motivational factor) all important far the expression and application of intelligence (Renzulli apud Mettrau, 1995a). It is our responsibility as educational professionals, to fallow and make use of the results and the procedures of the studies so as to provide better education, because intelligence is only one of the many and complex chapters of the human being.

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