TEACHING PERCEPTIONS AND PRACTICES: TENSIONS AND CONNECTIONS BETWEEN INTERNAL ASSESSMENT IN THE CONTEMPORARY SCHOOL

Abstract

This research aimed to analyze teachers' perceptions and practices regarding the tensions and articulations between internal assessment in contemporary schools. Following this hypothesis, learning assessment is considered an integral part of the educational process, enabling students/teachers to perceive their progress, resistance, and difficulties, leading to a purposeful approach to their learning. In this sense, learning assessment is one of the mechanisms responsible for organizing pedagogical work, as well as one of the ways to demonstrate which knowledge is considered valid. Educational assessment is a central theme in discussions about the quality of education. This article analyzes the perceptions and practices of elementary school teachers in the early years regarding internal assessment. Using a qualitative approach, the study sought to understand how teachers deal with the demands and results of both modalities and how they articulate them in their daily lives. Preliminary results indicate that, although internal assessment is perceived as formative and essential for pedagogical replanning, external assessment generates tensions related to pressure for results and curricular narrowing. The argument is for greater integration between the two, valuing teacher autonomy and the pedagogical appropriation of data to promote the holistic learning of students.