Construção de uma avaliação de viés formativo:

a experiência do Educandário Humberto de Campos em análise

Abstract

This article examines the experience of collectively building a form of assessment aligned with the formative perspective. In the context of humanizing education and the emancipation of students, the experience analyzed goes beyond the mere monitoring of content, in the direction of a look at multidimensional formation. This is a documentary analysis based on the school's own documents and scientific publications about the school. Various documents are analyzed, including the political-pedagogical project, learning reports, class council minutes, student progress monitoring records and collective self-assessments. Three main movements adopted by the collective as documentation and evaluation tools are highlighted: (1) pedagogical circles and self-evaluation processes; (2) tutoring and the dialogical space in learning evaluation; and (3) collective class councils. We observed that the way in which the school began to organize its pedagogical work feeds into a formative evaluation process, and that this enhances the school's internal processes through feedback.