Práticas avaliativas: uma experiência no ensino de filosofia

Abstract

This study is the reflection of learning assessment practices in order to analyze the importance of evaluation and discover better what is your role in teaching and learning, not reducing it, but leveraging each individual. Identify the perceptions of different stakeholders, seeking to understand this relationship the convergent and divergent points of same evaluation practices developed and evidenced by students in the Teaching of Philosophy. The instrument used was data collection through questionnaire. The article discusses the concepts of learning assessment, and its importance in the resumption of the path to be taken by the student. We proposed a diagnostic evaluation as continuous learning, unlike the authoritarian assessment. Constitutes a dialectical moment of the evaluation process in the development and growth of action for the autonomy of school students of Philosophy. In an attempt to change real and reflective practice of evaluation proposed in this research, seeks to overcome the power relations centered on the teacher and institution, to attain a democratic space for collective participation in the organization and pedagogical planning are geared for an emancipatory practice in learning teaching.