Resumo

FORNER, Damir Salete Galeazzi  e  TREVISOL, Maria Teresa Ceron. Significados e funções da avaliação da aprendizagem escolar. Roteiro. UNOESC [online]. 2012, vol.37, n.02, pp.243-263. ISSN 2177-6059.

This dissertation consists of a qualitative exploratory study whose objective was to identify and analyze meanings and functions of student’s school learning through evaluation/assessment in elementary and secondary (middle) school levels based on parents’, teachers’ and students’ understanding. The data was collected by using the focal group technique and the sample included nineteen subjects: six students, six teachers, and seven parents. Debates were carried out in contexts of two schools from the city of Chapecó, in West of the State of Santa Catarina. The individuals approached the topic by discussing five questions. Responses were analyzed and interpreted by the researcher, which permitted to enter and better comprehend the complexity of phenomena imbricated in the relations between teaching, learning and evaluation of students’ school learning. Similarities and differences between parents’, teachers’ and students’ understanding on school learning evaluation are identified in the results of the study. Similarities include: importance of grades to approve or fail students at the end of a period of study, the meaning of evaluation as exams, tests and tasks done by students to get a grade, comparison, classification and selection of students, evaluation as reproduction of social and market values enforced inside schools because of the system and as a curriculum component that is able to show the degree of content retention and the quality of students’ behavior. School learning evaluation is mostly used in the sense of grade and not for providing meaningful feedback on students’ level of mastery. Differences are derived from subjects’ perspectives due to their condition of being parents, teachers or students. Parents understand school learning evaluation as a grade that indicates the degree of academic and professional success their children will achieve in the future; teachers understand school learning evaluation based on students’ hic et nunc (here and now) condition of being and as a complex normative curriculum component that makes them continuously choose between process and result rationales; students understand school learning evaluation as verification of content mastery and adequacy of behavior that is carried out through contradictory methods and procedures, which can affect their life inside and outside school, now and in the future.

Palavras-chave : Evaluation; Teaching; Learning; Exams; Grades.

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