Autoavaliação no 1º ciclo: potencialidades e desafios

Abstract

This research discusses the practice of self-assessment, based on the report of an experience developed with students from a 2nd grade elementary school class at Rede Municipal de Belo Horizonte. The objective of this work was to investigate the potentialities and challenges of self-assessment practice during the initial literacy process. Based on the contribution of several authors and the analysis of the self-assessment experiences implemented with the students, it was noticed the potential of self-assessment for the improvement of the learning and teaching process, for the learner's protagonism in its formative process, as well as for the diagnosis of students' learning difficulties and the planning of effective pedagogical strategies. Self-assessment is presented as a methodology that enables the student to critically analyze their development, as well as their conduct throughout the learning and teaching process. The aim of this practice is a diagnostic, procedural and continuous analysis of the student's development. Developing self-assessment also requires changing the conception of the student's role in the learning and teaching process and, therefore, demands from the teacher the constant readjustment of pedagogical times and practices, based on listening to the self-assessment of his students. Thus, self-assessment is also a challenge for the actors involved in the learning dynamics: students and teachers. The research concludes that it is essential that the learner co-participates in their assessment, with the objective to improve their learning process.