Devolutiva e avaliação formativa

Abstract

The study focuses the return of the tests corrected and commented by the teacher as a learning tool. The research had as an object to verify if the returned tests corrected and commented by the teacher positively impacts on the teaching-learning process. The problematic that aroused this research was the observation that the most educators is fully dedicated on verifying and attributing grades and they give up the second stage which is the reorientation of knowledge and the replanning of the teachers and students. It had the hypothesis that the return of the tests corrected and commented by the teacher corroborates students´ learning. We accomplished a literature research and data collecting with students from two classes of Portuguese Language, of 8th grade of elementary school, cycle II, in state public school. It was conducted, moreover, a depth interview with two students from each class and their educators. For analysis and interpretation, it was used the category of dialogicity in Paulo Freire. The found results point to an appreciation of the devolutiva for both, students and teachers researched. They wave, the same way, for the two moments that contradict between themselves: a) the desire to change based on more democratic and dialogical initiatives and, on the other hand b) evaluation practices clearly classificatory and with emphasis on the grade, which should get on the test. In the expression of the learners, the devolutiva positively corroborates to the learning and, or, to get a good grade on the test. The interviewed educators demonstrated favorably about the importance of devolutiva, nevertheless, they are discordant in regard to the reaction of the students in test times. For the school educator of universe and control, the students trivialize such moments. On the other hand, the educator of the experimental universe school has a positive view, in other words, reveals that as the work is developed along the bimesters, through the devolutiva, the stress of the students decreases in times of tests. It s evident, therefore, the devolutiva as an important factor in the changes of conception evaluation and its practices, in view of the process of knowledge of the student and the formative action of the educator.