ENTRE A TEORIA E A PRÁTICA: concepções e desafios da avaliação da aprendizagem no ensino público de Campo Grande/MS

Abstract

This study investigates the conceptions and assessment practices of teachers working in public schools in Campo Grande, Mato Grosso do Sul, with a focus on student learning evaluation within the context of basic education. The research is grounded in the understanding that assessment, beyond its classificatory function, should foster learning and contribute to the student’s holistic development. The main objective is to understand how public school teachers perceive and implement assessment in their daily teaching practices. A qualitative methodology was adopted, with an ethnographic approach, and semi-structured interviews were used as the data collection instrument. The participants were two teachers from José Maria Hugo Rodrigues State School. The analysis of the interviews revealed that, although the teachers hold critical and formative views on assessment, their practices are constrained by institutional demands, such as standardized testing, pressure for numerical grading, and work overload. The study concludes that learning assessment, when approached reflectively and dialogically, can contribute to building a more democratic school. However, such transformation requires policies that value teachers, adequate training, and real working conditions. Although conducted on a small scale, this research offers a significant glimpse into the reality faced by public school teachers and serves as a starting point for broader future investigations.