EVALUATION OF LEARNING IN BIOLOGY TEACHING: AN ANALYSIS OF THE CONCEPTIONS OF BASIC EDUCATION TEACHERS

Abstract

Assessment is often considered as a separate step in the teaching and learning process, that is, many understand it as something punctual and that does not provide the student with any learning, serving only the purpose of measuring knowledge. Faced with this reality, the Teaching of Biology stands out for providing the teacher with various support tools to make teaching less traditional, contributing to broaden the understanding that the individual has of his own biological organization, of the place he occupies in nature and in society. Therefore, the general objective of this work was to understand the school evaluation process carried out by Biology teachers in high school through their conceptions and experiences. This work presents a qualitative research, using the phenomenological method as a basis. Data were collected through semi-structured interviews and analyzed according to Colaizzi's (1978) phenomenological analysis. It was noticed from the results the existence of fragilities referring to the conceptions about evaluation of the learning in the teaching of Biology, therefore, the conceptualization reported by them turned to its practice and not to a concept itself. However, the disquiet and desire of the teachers to remedy their failures is notorious. However, this is a process that does not depend only on the teacher, since there are countless factors found in the educational system that limit the realization of a coherent, fair evaluation process that promotes learning.