Representações sociais de avaliação processual construídas por professoras

Abstract

This article examines the social representations of assessment procedures built by teachers of early years of Basic Education Network's Hall of the city of Recife-PE. The benchmark as the basis for the study was the Theory of Social Representations Moscovici (1978, 2003) and Jodelet (2001). The study was conducted with 20 teachers. The semi-structured interview was used as a procedure for collection. The material was dealt with the support of the Analysis of Content. The results indicate the existence of a social representation that is being carried out by the teachers with diverse evaluation instruments in order to recover a significant memory of learning of students. This knowledge, however, is being used by teachers in a diffuse and less consistent way in their evaluation practices. Our results suggest the need for research that will examine these findings mores carefully.