Resumo

VIEIRA, Vanize Aparecida Misael de Andrade  e  SFORNI, Marta Sueli de Faria. Avaliação da aprendizagem conceitual. Educ. Rev. [online]. 2010, n.numeroespecial02, pp.45-57. ISSN 0104-4060.

This article presents results from some research that aimed at investigating concepts, practices and perspectives of conceptual learning evaluation in a school context. The evaluation of three situations, or rather contemporary theoretical productions, education documents and evaluation concepts and practices of junior school teachers, was analyzed through bibliographical studies and interviews. Data analysis identified a deep similarity among evaluation concepts in the three contexts mentioned above in which a concern of going beyond an authoritarian and selective evaluation performed at the end of the teaching process predominates. New types of evaluation forms, such as a diagnostic, continuous and formative type, have been suggested to establish more democratic evaluations committed to the students' learning. Investigations on the understanding of the conceptual learning process are needed so that an improvement related to those suggestions could be undertaken. Inferences in theorizations by Vygotsky and Leontiev on concept formation have been undertaken for theoretical and methodological subsidies to foreground teacher activities in evaluation, keeping in mind the contents that should be externalized by the student as learning indicators.

Palavras-chave : Conceptual Learning; School Work Evaluation; Vygotsky; Leontiev.

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