Avaliação da aprendizagem de língua portuguesa e literatura no ensino fundamen- tal II: uma perspectiva da avaliação mediadora

Abstract

This article outlines the question of using strategies of literature and Portuguese language learning assessment, based on reflections driven by experience in a network state school at the city of Santarém. It is a bibliographic and field research with descriptive and qualitative analysis. This study aims to know whether the way in which assessment strategies are being used has promoted the Portuguese language and literature learning process or just the measurement of school grades. Therefore, the objectives outlined are aimed at answering the following question: do assessment strategies promote the learning process of Portuguese language and literature in secondary elementary school? The methodology followed steps that were divided into a bibliographic review based on authors as Luckesi (2011), Both (2008), Hoffmann (2011). Also, in an application of a questionnaire to two teachers, one from the Year-6 and the other from the Year-9, and in an analysis of questionnaires. As a result, it was possible to verify that summative assessment is the most adopted, generally organized in tests and exams, as well as, it was evident that the form of assessment does not take into account the particularities of the students. It was concluded that continuous and procedural assessment aligned with what the perspective of mediating assessment proposes can be an alternative, as, following this direction, it contributes to learning taking place based on dialogue and reflections between teacher and student.