Brito, NazineideAraújo, Lucicleide Maria de2016-07-052021-09-222016-07-052021-09-222016-06-16https://repositorio.ufrn.br/handle/123456789/37822The evaluation of learning should be seen as an ongoing process and part of the teaching-learning process, because it directs the pedagogical work of the teacher leading him to reflect daily, contributing to monitoring the evolution of the learning of their students. Thus, the theme of this work emerged around some concerns that have arisen regarding the evaluation practices used in the activities of SMEs, specifically in the Studies and Reading Guidance Workshops. Our questions arose during the development of the language design, education and SMEs: space and training of readers, which conducted an investigation around the dynamics of activities developed by the monitors, with respect to planning, implementation, monitoring and evaluation. Thus, the present study has as its main objective: to understand the assessment practices developed in the More Education Program, seeking to identify the assessment tools used in teaching practices in OEL workshops to clarify whether the assessment is fulfilling its educational function. Thus, the study was through qualitative research of exploratory nature, through the analysis of this issue in questionnaires with the coordinators and monitors the program in public elementary schools in the city of Caico-RN and that was the practice of learning assessment of students attending the workshops of OEL. For theoretical basis of the study, we based on the writings of: Teixeira (1961); Darcy (2009); Titton, and Xavier Pacheco (2009); Cavaliere (2010); Moll (2012); Libâneo (1990); Zabala (1998); Perrenoud (1999); Hoffmann (2009); Luckesi (2011), as well as official documents and publications of the Ministry of Education. After analyzing the data, we believe that the evaluation practices developed in SMEs, specifically in OEL workshop, need to be better systematized so that they can support the work of the monitors for the qualification of the teaching and learning process in the perspective of education full. It is noticed that the actors involved are failing to effectively include the conditions for a formative assessment with a view that this is the concept of evaluation adopted by the programopenAccessEducação Integral.Programa Mais Educação.Práticas avaliativas.bachelorThesis