Análise do processo de avaliação na disciplina de química a partir das concepções de professor e estudantes do ensino médio

Abstract

Considering the test as an intentional process of favoring student learning and teaching work, we have as a general objective of this work to identify and analyze the conceptions of teachers and students of the discipline of High School Chemistry on the test process, as well as the strategies of used by teachers. For that, a qualitative approach was developed with thirteen high school students from different periods (morning, afternoon and evening) and with a Chemistry teacher from a Public School of the state of Paraná belonging to Núcleo Regional de Educação in Campo Mourão. For the construction of the data, we used as interview instruments, questionnaires, documentary analysis and observations in the classroom. For the data analysis we use triangulation and categorization as techniques. Our theoretical framework was based on studies and research that discuss the evaluation of the education process at micro and macro level. From the analysis of the data, it was possible to identify both teacher and student conceptions about the evaluation of the teaching-learning process as well as the strategies used by them and the facilities, difficulties and challenges of this process in daily school life. We hope, with this study, to provide a critical and reasoned analysis and reflection of teachers, especially Chemistry teachers of the High School, on their conceptions and pedagogical practices in relation to evaluation methods and process, offering them new reflections for the development of the evaluation a moment of learning.