O processo de avaliação docente nas séries fundamentais do Ensino Fundamental e sua indissociável relação com o planejamento pedagógico

Abstract

The transition from Kindergarten Education to Elementary and Middle Education provides a number of changes in the lives of children, in educational institutions, and teaching professionals. With regard to children, the longing for the new school environment that is conducive to new learning and social relationships always permeates. The responsibility for the physical, structural, and pedagogical organization required for the public diversity to be served is assigned to the school. The constant practice innovation is always required from teachers because the methods used in planning should always be geared to the diversity of the students' learning levels as well as learning evaluation must be geared to the child's development, and perceived as an analytical tool to teachers. Thus, this paper, entitled "The teacher’s evaluation process in the early grades of elementary and middle school and its inseparable relation with pedagogical planning," aimed to reflect on the main aspects that teachers of early grades of elementary and middle school use when evaluating their students, to consequently, direct them to the subsequent grade, identify the presence of pitfalls in the evaluation methods, and whether these methods are consistent with what is planned and meet the different levels of learning. This study was carried out through a field research conducted with three (3) elementary and middle school teachers from the João Bernardino de Lima School, located in the city of Riacho de Santana in the State of Rio Grande do Norte/RN. The study was also based on a literature review guided by the studies of Ribeiro (2012), Barbosa (2008), Vasconcelos (1996), LDB (1996), Hoffman (2003), and Luckesi (2003) among others. It was evident that the evaluation in that educational institution is understood as a continuous and dynamic procedure of great importance to the teaching-learning process because it leads teachers to reflect on their practice. Teachers of the João Bernardino de Lima School demonstrated to base their practice on several instruments, to both plan their activities and evaluate their students. There is a unanimous concern with the cognitive development of children in order for them to reach subsequent grades. Therefore, it is evident that the teachers‟ evaluation is distant from the traditional model that perpetuates in some educational contexts. Despite the teachers‟ articulate discourse on the practice of evaluating, the main methods, and guiding elements, it is worth asking if what is revealed in the theory is really what is performed in practice. The study is relevant as it answers many questions that permeate the practice of evaluation in the early grades of elementary and middle schools, and it also boosts the reflection about this process, so important for teachers and students. It is evidenced that the act of planning and evaluating are inseparable from the practice of teachers, and should be seen as complementary to each other. However, because this study is not completed, a reflective look at the practice of these teachers is needed in order to investigate whether what was revealed in theory is what applies in practice.