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A AVALIAÇÃO EM CLASSES DE ALFABETIZAÇÃO: REGISTROS DESCRITIVOS POSSIBILITAM SUPERAÇÃO DA AVALIAÇÃO CLASSIFICATÓRIA E EXCLUDENTE?

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Author(s): Leonete Luzia Schmidt | Rosicler Schafaschek

Journal: Roteiro
ISSN 0104-4311

Volume: 37;
Issue: 2;
Start page: 228;
Date: 2012;
Original page

Keywords: Descriptive Evaluation | Literacy Teachers | Paths of Learning.

ABSTRACT
The text results on a reflection about descriptive evaluation reports, thatliteracy teacher currently do to document the appropriation process of writing andreading by the students. It is questioned if the way the descriptive evaluation thathas been used allows the overcome of the classificatory and exclusive one. Thisstudy is part of a research Project about literacy, initial and continuous formationof Teaching work, funded by Capes/Observatório da Educação. The aim isto reflect the role of descriptive records in the process of teaching and learningin literacy classes. It was analyzed the descriptive records related to children thatattend 1st and 2nd year of elementary school and teachers testimonials excerptsfrom schools used for that research. The analyze shows that descriptive evaluationconducted by teachers has shown general impressions about students focusing onattitudes, but it misses data about the reading and writing learning.
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