Resumo

GOMEZ VAHOS, Luz Estela; MUNOZ, Luz Enid  e  LONDONO-VASQUEZ, David Alberto. Evaluative Practices in School. A Pedagogical Route to the Construction of Meaningful Learnings. Aleth. rev. desarro. hum. educ. soc. contemp. [online]. 2019, vol.11, n.1, pp.37-68. ISSN 2145-0366.

This paper presents the results of the research: Evaluative practices in the school, a pedagogical route towards the construction of meaningful learning, where we analyzed how the evaluation practices of teachers enable meaningful construction of learning in contexts where potentialities, interests and needs of fifth grade students in two Educational Institutions of Sabaneta City (Primitivo Leal la Doctora y Concejo de Sabaneta José María Ceballos Botero) are mobilized. The research was qualitative and descriptive, hermeneutical- comprehensive. The participating population was compounded with students, parents, directors and teachers of the fifth grade. As an analysis unit, interviews, class observations and didactic workshops were applied. Mainly, this study concluded that the specifications and conjectures that the participants make about the evaluation, respond to their perception of the school, its influence on the educational processes and the expectations that generate them.

Palavras-chave : evaluative practices; learning; formative evaluation.

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