Avaliação escolar no componente curricular química: concepções e práticas de docentes do ensino médio

Abstract

Teachers' conceptions about school evaluation are presented as a field of study that demands continuous reflections regarding planning and results from the teaching-learning process. Considering the ideas of Vasconcellos (1995), Hoffmann (1996), and Luckesi (2005), we understand the importance of school evaluation in face of pedagogical practices and in the construction of student knowledge. This Course Conclusion Work, sought to identify teaching concepts and practices that permeate school evaluation in the curricular component Chemistry in a High School, from the Pernambuco State Network. Through participant observation of classes taught by participating teachers, we were able to follow how evaluative practices are carried out, as is the interaction between teacher and students in the classroom. With the data constructed from the application of a mixed questionnaire, we found that the participants have different conceptions about school evaluation. In order to plan and carry out the evaluation activities of the students, the participants set aside different time based on their own organizations, as well as specific criteria and instruments for each evaluation situation. This research allowed us to access information and reflect on how the evaluation process in the curricular component Chemistry is developed in a given context. Thus, we recognize the importance of expanding studies on evaluative practice, seeking to make the teaching-learning process more effective for both the student and the teacher.