SCHOOL EVALUATION AND EVALUATION INSTRUMENTS IN THE EARLY YEARS OF ELEMENTARY EDUCATION OF THE MUNICIPAL PUBLIC EDUCATION NETWORK OF ABAETETUBA/PA

Abstract

This study seeks to highlight a dialogue on School Assessment, against the backdrop of the Assessment Instruments used in the context of the Initial Years (1st to 5th Year) of Elementary School in the Municipal Public Teaching Network of Abaetetuba/PA. Therefore, it uses theoretical-documentary research, based on theoretical contributions, including HOFMANN (2010, 2018), FREIRE (2007), LUCKESI (2011), RIBEIRO (2016) and legal contributions such as LDB 9,394/96, BNCC (2017) and Resolution 001/18, of January 17, 2018, of the Municipal Council of Education (CME) of Abaetetuba/PA. It discusses about Assessment Instruments as resources used in data collection and analysis aimed at the development of students, based on what is proposed by the aforementioned legislation, considering School Assessment as diagnostic, procedural and inclusive, which provides a reflection to be transformed into action, thus seeking the constant and necessary improvement in the teaching-learning process. This improvement tends to be more significant from the use of the sum of various evaluation instruments.