CICLOS DE APRENDIZAGEM EM SÃO LUÍS: Implicações nas Práticas Avaliativas.

Abstract

The evaluation and, more specifically, the assessment of student lear ninghas beenset up as atopic of great importance forresear chand educational studies. This the me associated organization sin cycles in Brazil genera tecontroversy and discussion within the school and outside it. The present study aimed to investigate the implication sin the evaluation of learning a rising from the introduction of the learning cycle in São Luís, from qualitative approach, outlined as a case study. The procedures used for the irdesignwere: document analysis and semi-structured interview, and the study of documents produced by teacher sat school. The theoretical approach tounders tandingcy clestoldcoma contribution Mainardes (2005, 2007, 2009); Barreto and Mitrulis (1999, 2001); Knoblauch (2004); Barreto and Sousa (2004) and forum derstanding the formative evaluation use din perspective the contribution of Perrenoud (1999, 2002, 2004); Hadji (1994); Luckesi (2010), among other contributions. It is concluded from the study that teacher shave adopted more democratic practices that evaluation is not intended to rank or sentencing of the students. However, not yet assimilated the assumptions of a formative assessment approach with a view to the feedback of teachers' work. We also conclude that such events can be best envisaged when associated with permanent programs of continuing education for teachers and administrative and pedagogical support to their jobs.