A (im)pertinência da avaliação da aprendizagem no processo de escolarização docente: entre o não mais e o ainda não

Abstract

The article portrays a study in which the trajectory and experiences lived by teachers in basic education stage were compared with regard to the evaluation of learning, given that its effects affect, in some way, the professional development and the composition of the teacher's identity, taking into account considering that the teaching profession stems from a longitudinal process (continuous), comprising a profusion of experiences acquired throughout life history and training processes (initial and continued), including experiences prior to teaching.It was a qualitative investigation, with a narrative focus as a procedure for the collection of oral sources, subsidized by a semi-structured script. As a method for data analysis, data triangulation was used. It counted with the participation of ten researched. The (epistemic) initiative made it possible to understand, in summary, that if the interviewees depended solely on the experiences and evaluative practices arising from schooling to develop a more sophisticated conception and formulations, they would probably not undertake or advance in terms of (new or other) formative propositions, beyond from the tradition of exams and the “culture of scholastic achievement”, despite we ascertain some good experiences,however punctual.