Avaliação da aprendizagem no contexto do novo ensino médio: desafios e possibilidades a partir da BNCC

Abstract

This work has as research object The evaluation of Learning in High School, which arose through the problematic: How is the evaluation of learning being - intentional with the New High School?. In this way, the work has as its general objective, to investigate how the guidelines for the evaluation of learning are being intended in accordance with the proposal of the BNCC with the New Secondary School. Through the bibliographic review, it was possible to identify the conceptions of evaluation defended by renowned authors. The documentary research, with a qualitative approach, made it possible to verify the guidelines regarding the conception of learning assessment advocated by the BNCC in this new context of High School and also by LDBEN, n.9.394/96, as well as to know the concept of learning assessment developed in a high school in Miracema do Tocantins. As a Final Product of this research, in addition to the research report, a Pedagogical Guidelines Guide was made, with the aim of strengthening the pedagogical practices of teachers with regard to formative evaluation, which includes the follow-up and monitoring of the teaching process -student learning. In view of this, we consider that there is still a long way to go in relation to the dissemination and strengthening of formative assessment, given that there is a guiding document for state schools that propagates three concepts of learning assessment, namely: diagnostic, formative and summative. Research, studies, debates and reflections are needed to strengthen formative assessment practices.