Elementos de uma prática avaliativa enquanto prática social

Abstract

This research theoretically discusses, aligned with the conception of Formative Assessment and Socioepistemological Theory, the role of social practice in the production of knowledge in moments of evaluation to promote didactic intervention situations. In this discussion, we sought to answer the following question: How can elements of an evaluative practice that recognizes the social dimension in the teaching and learning process be re-signified by the light of Socioepistemological Theory? It is an speculative research, in which the conceptual analysis performed sought to identify the intention and extent of Formative Assessment and Socioepistemological Theory concepts to, posteriorly, establish the functions and relations between them. The resignified elements were intervention, interaction, self-assesment, regulation and, from them, it was recognized that the evaluative practice can be a social practice that favors the knowledge construction. The educational product of this research is a didactic proposal composed by three activities that privilege an investigative experience to the students during an evaluative-formative process on the theme Functions of the first degree. By them, the students need to challenge themselves to build their search, comprehension and connection processes between the knowledge established in social practices and the different representations that can be materialized, starting from the mathematical knowledge obtained along their educational trajectory.