Ensino de ciências no ensino fundamental: um estudo sobre avaliação da aprendizagem no 5º ano da escola Manaós em Manaus-Amazonas

Abstract

The present study aims to understand the learning evaluation process in the curricular component of science in the 5th year of elementary school, in a municipal school in Manaus/AM. The research methodology was developed in a qualitative approach with two data sources: the semi-structured interview and reading of the pedagogical project of SEMED (Municipal Department of Education). The analysis process was based on Bardin's (2016) content analysis. The research was developed in a Municipal School in the Center - West Zone of Manaus in which the subjects were six people, who are two teachers of Science Teaching in the 5th year of elementary school, a support teacher who assists in the evaluation process of students, a manager and two coordinators of the 5th year, from different shifts. We bring to this discussion, in a critical perspective, authors such as Fernandes (2014)Vasconcellos (1998) Krasilchik (1987), among others. From the analysis and discussion of the results, we understand that the process of evaluating learning in the 5th year of Elementary School is still a challenge, it has roots in dialectical movement, where the critical conception aims to overcome the traditional aspects of teaching from the awareness of reality. and the needs of subjects in order to perceive an evaluation in science teaching not limited to a space of four walls, but for life, belonging to the student, the curriculum, the teaching, the teacher. It is necessary to rethink the automatic and traditional way in which students are being evaluated, but this demands studies and debates in training spaces and not only for the initial years of elementary school, but at all levels of study. The reflections presented here contribute to the opening of new dialogues in all segments that involve the development of man. Keywords: Science teaching. Curriculum. Learning evaluation.