| dc.description.abstract | This study had as main objective the analysis of points that could be improved in the diagnostic assessment in a Jesuit Education School, contributing for it to take place in the perspective of a formative evaluation. Colégio Loyola was taken as locus, a private middle and high school, located in Belo Horizonte, in the state of Minas Gerais. In order to meet the proposed objective, this investigation was guided by the following research question: are the practices of interventions implemented at Colégio Loyola based on diagnostic assessment serving a formative evaluation? The research had a qualitative approach from the perspective of Participatory Research, since it involved the researcher herself in her work as an advisor/teacher and her colleagues in the same position, in dialogue circles for discussion, data collection and in the teaching letters. For the interpretation of the data, the principles of discursive textual analysis were used. The main theoretical contributions were based on the studies of Guba; Lincoln, Domingos Fernandes, Jussara Hoffmann, Charles Hadji, Michel Barlow and Philippe Perrenoud. The research showed that importance of diagnostic assessment as a means of promoting learning, its follow-up and frequent adjustment of the teaching and learning process that leads to a formative evaluation is in the background in the management of this evaluation at Colégio Loyola. It also results from the experience of this study the writing of Teaching Letters as na instrument to bring back the discussions from the dialogue circles and the proposal of intervention. | en |
