Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil

Abstract

We sought to reflect and understand the relationship between educational management and the change in evaluative paradigms in Elementary Schools, analyzing the conception of teachers/managers about the need for changes in models of learning evaluations, investigating how and which evaluative instruments are being used in the evaluation of students' learning. In the theoretical framework, we sought the contribution of authors such as: Antunes (2002), Vasconcellos (1998), Demo (1992), Haydt (1991), Hoffmann (1996a, 2003b), Luckesi (1990a, 1995b), Lima (2002) , Mediano & Ludke (1994), Melchior (1994), Rabelo (2003), among others. The conceptual review on thematic complexity. It seeks to analyze and record the authors' conceptions of approximate theoretical aspects, endorsing the hypothetical assumptions of the research. The methodological approach presents a descriptive-analytical nature, with quantitative and qualitative aspects, with data raised in interviews and questionnaires with teachers, the school manager and students who corroborate, in a polyphony of voices, the hypothetical basic assumptions: it is essential that teachers and the management team become aware that evaluating is not just checking if the student did well or unsuccessful and that the evaluation needs to have as a parameter to evaluate the teacher's daily practice. Teachers admit the urgent need for change in everyday educational practice, with the urgent and necessary changes in assessment practices, minimizing school evasion and repetition, thus contributing to improve students' self-esteem. It was concluded that the conceptions underlying the teachers' practice need to be reviewed, restructured and resized, as they fit into ahistorical, utilitarian and instrumentalist logics, disregarding the human and elational dimension of assessment practices, requiring a narrowing of the interfaces of community and family with the school for greater involvement in the educational process, seeking to establish the bases for active citizenship. The work carried out does not present a conclusive nature, but as a emonstration of clarity about the need for changes in the traditional evaluative paradigms, aiming at enable the emergence and construction of more critical and constructive subject-learners who are really involved in their teaching-learning process and consequent citizenship.