Educação superior brasileira: avaliação e aprendizagens significativas

Abstract

In this study, we present a brief history of concepts, practices, theories and methodologies of educational assessment, as well, what does the Brazilian legislation on this issue, highlighting some opinions and objections of many contemporary authors that signal changes in the field the assessment of learning and preach overcoming a traditional evaluation, classification, exclusionary, punitive and unilateral in schools. In conclusion, we clearing up that formative assessment is self-knowledge and research: how students learn, what they learn, how produce or build their learning, what they produce, as reflected, which reflect their understanding of the world.