Avaliação formativa e aprendizagem significativa no ensino de ciências : um encontro que transforma o saber

Abstract

The dissertation analyzes the challenges and strategies of assessment in science education, highlighting the role of formative assessment in promoting meaningful learning. It criticizes the traditional model centered on memorization and advocates an approach that values the integration of new knowledge with prior knowledge. The research also highlights the gap between the theory and practice of formative assessment, pointing to the need to overcome the limitations that reduce it to simple testing. The dissertation, therefore, seeks to answer the central question: how do formative assessment strategies promote meaningful learning in science education for the final years of elementary school? The research offers insights for improving pedagogical practices, highlighting ways for assessment to cease being a classificatory tool and instead strengthen the teaching-learning process. Chapter 1 discusses the evolution of educational assessment, advocating its redirection as an integrative practice. Chapter 2 presents a systematic review of the literature, which highlights the scarcity of studies on assessment strategies in science education and emphasizes the potential of formative practices to stimulate student protagonism. Chapter 3 analyzes the SEDUC-GO assessment guidelines for 2024 and data obtained from teachers in the Itumbiara State Network, revealing challenges and possibilities for consolidating a more meaningful assessment culture. Chapter 4 describes the research's Educational Product: an interactive Digital Guide for continuing teacher training, which proposes formative assessment strategies combined with meaningful learning and professional development for teachers.