Avaliação da aprendizagem: uma revisão integrativa em periódicos da área da educação

Abstract

This dissertation, linked to the Research Line Theories of Education and Pedagogical Processes, had as its research object the of school learning evaluation in the scientific literature of the area of education. Assuming an understanding of learning assessment based on theories of Vygotsky (1984; 1995; 2000; 2003a; 2005; 2010; 2009) and Davydov (1982; 1988a; 1988b; 1999a; 1999b), the main objective was to identify and analyze how the assessment of learning has been treated in educational research. We sought to clarify which conceptions of learning assessment are present in the articles, which are prevalent and which is the expressiveness of the Cultural Historical conception. An integrative literature review was conducted in articles published in education journals published between 2008 and 2018, which, according to the criteria used for selection, totaled 44 articles. The work is organized in three chapters. The first seeks to delineate historical and conceptual aspects of learning assessment. The second chapter presents the theoretical foundation discussing conceptions of learning assessment and seeking to show the contributions of Vygotsky and Davydov to a conception focused on student development. In the third chapter the results are presented, showing that the analyzed articles express a critical view of the conception of evaluation that emerges from neoliberal policies whose consequence is the reinforcement of the fragmented view of the evaluation of learning, inducing excessive concern with the improvement of the indexes. quantitative and with the classification, control and regulation of the teaching process, secondary to pedagogical and didactic aspects of the learning process. Although they criticize this conception, most of the articles do not quite show their impacts on the political and pedagogical daily life of the school, on the work of the teacher and students, on the school management. There was also no significant concern regarding the assessment of learning with regard to teacher education, initial or continuing. There are few papers addressing how students have responded to assessments and how they participate in their learning process, how issues involving assessments have affected their learning and the teacher-student relationship. Regarding the presence and expressiveness of the cultural historical theoretical reference in these researches, there were few articles found and in them the concept of proximal development zone is the most mentioned. However, there are few contributions from these studies since they do not deepen the discussion about the relationship between the learning assessment process and the concept of proximal development zone in order to enhance teaching for students' development