Garcia, Tânia Cristina MeiraSantos, Jusciele Araújo dos2019-08-052021-09-222019-08-052021-09-222019-06-27SANTOS, Jusciele Araújo dos. Avaliação da aprendizagem e retenção escolar. Caicó (RN), 2019. 37 f. Monografia (Licenciatura em Pedagogia) - Universidade Federal do Rio Grande do Norte. Centro de Ensino Superior do Seridó. Departamento de Educação.https://repositorio.ufrn.br/handle/123456789/37807The practice of learning evaluation began in Brazilian education since the earliest Jesuit schools, but the discussion of its importance is contemporary. However, the evaluation of learning still shows strong evidence of a past marked by repeating exercises carried out merely to check learning. This study aimed to investigate the practice of the 5th grade teacher of the elementary school, while evaluator, identifying and describing the methodology used and the purpose of the assessment tools used by the same. The research is characterized as qualitative and exploratory study, having been used as an instrument of investigation questionnaire, which was applied to the 5th grade teachers of elementary school. It appeared initially, with justification in the bibliographical study that there was an amendment regarding the use of the term school exam related to the assessment procedures, which even with the change of the use of the term for learning evaluation, it still echoes in the present day the rooted meaning in the Jesuit period school examination in teaching, as well as, the traditional school model, that even with changes in public policy, the present day school is still organized by Seriation and the school retention occurs annually. It was also found that the application of evaluation instruments in order to assign grades, tends to select and classify learners, resulting in a hierarchy. One of the contributory aspects to the school of the student retention/fail. Based on the results it can be concluded that although the evaluative instruments are effective as learning research, we should not always trust their results, they can present flaws and inconsistences if we consider the standardization of memorization and repetition exercises, disregarding the individuality of each student's learning. It also points up a problem by adopting the formative assessment in the evaluation process, when the formative observation is confused with an evaluation instrument.Attribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Avaliação da aprendizagem.Retenção Escolar.Instrumentos Avaliativos.Avaliação Formativa.Evaluation of learning.School Retention.Evaluation instruments.Formative Assessment.bachelorThesis