Avaliação da aprendizagem escolar: da pedagogia do exame à perspectiva formativa

Abstract

This article aims to analyse learning assessment in its multiple dimensions, considering its origin, the concepts that underpin it, its different perspectives and functions, as well as the process of its consolidation in the Brazilian school context. The study is characterised as having a qualitative approach and, regarding its technical procedures, as a narrative review. The results show that learning assessment is a continuous and intentional process, based on the qualitative analysis of the data to support pedagogical decisions. It is structured in a diagnostic, formative, and summative manner, with a focus on mediation or regulation of learning. However, in the Brazilian context, the traditional, classificatory, and exclusionary logic, linked to the pedagogy of testing, prevails. It is concluded that it is necessary to reframe traditional assessment practices, transforming them into pedagogical instruments integrated into the educational process and focused on teacher reflection and the improvement of the teaching-learning process.