A avaliação da aprendizagem no contexto escolar: um estudo crítico-reflexivo sobre o erro na construção do conhecimento

Abstract

This study aims to analyze assessment in education as a pedagogical tool that engages with student error, emphasizing its importance in the learning process and its influence on students’ development. The research objectives are the following: to understand different types of assessment in education and their implications for teaching; to discuss how errors are dealt with in the assessment context and their relationship with the construction of knowledge; and to identify assessment approaches that promote meaningful and reflective learning. Traditionally, assessment has served a classificatory function, primarily focused on grading, often leading students to view errors as signs of failure. However, this study seeks to reframe this perspective by analyzing how assessment can be a means of reflection and knowledge development. The research was conducted through a qualitative literature review, exploring contributions from authors such as Luckesi (1997, 2011), Neto and Aquino (2009), Perrenoud (1999), Hoffmann (2014), among others. Methodologically, different types of assessment were analyzed, with an emphasis on formative assessment, which considers errors to be essential to learning process as they are fundamental in enabling more effective pedagogical interventions. To do this, an analysis was made of the organized theoretical foundation, considering the languages of critical reflection: to describe, to inform, to confront and to reconstruct (Liberali, 2008). The findings indicate that when used in a reflective and humanized way, assessment can foster student autonomy and create a more supportive learning environment. Reframing the concept of errors allows students to understand their difficulties and make continuous progress in their learning process. Thus, this study reinforces the need to rethink assessment practices in education, highlighting the importance of a more inclusive and formative approach to the teaching process. Keywords: Assessment in education. Types of assessment. Errors as pedagogical tools.