Evaluation of learning in the early years of elementary school: evaluative records and teacher practices

Abstract

The use of evaluative records in the evaluation process in the early years of elementary school, has been a topic rarely addressed in theses and dissertations. Given the relevance of this theme for teaching work, the purpose of the research is to identify how the records of the evaluation of learning in the early years of elementary school teachers can support practices that enable student learning To do this, you must know the objectives, instruments and records the evaluation of learning proposed by teachers in semester of the research. Also, follow discussions of teachers on evaluation records and how they subsidize their pedagogical actions. These discussions will be problematized in order to identify elements that characterize the reinterpretation of teacher practice and aspects of the importance of training space in collaborative perspective. The theoretical framework that will guide the work is mainly focused on studies evaluating learning de Freitas (2012) and Luckesi (2008) and contributions from Imbernon (2009 and 2004) regarding the collaborative work. The methodology presents characteristics of a participatory research being developed through a literature review, document analysis, semi-structured interviews and dialogical group. (AU)