TCC Linguagem e Práticas Sociais

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Os modelos de avaliação da aprendizagem em plano de aula de língua portuguesa para os anos finais do ensino fundamental
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-05-28) Silva, Jaqueline Pedro da; Silva, Aguimario Pimentel; http://lattes.cnpq.br/2370040993060322; Francisco, Kleyse Galdino; http://lattes.cnpq.br/8883023674758665; Silva Júnior, Silvio Nunes da; https://orcid.org/0000-0003-1753-399X; http://lattes.cnpq.br/0879864383265157
This study aims to analyze the learning assessment models present in two Portuguese Language lesson plans for the final years of Elementary School, based on the concept of learning assessment. To this end, a qualitative research approach is used. The theoretical studies of Hoffmann (1991, 1993, 1994), Luckesi (2008, 2011), and Sant’anna (2013) are primarily based on this analysis, as they underpin the discussion of diagnostic, summative, and formative assessment models. The research shows a predominance of formative assessment in the first lesson plan, as it largely encompasses guidelines focused on civic education, based on students' discursive knowledge, rather than diagnostic assessments and conventional exercises. In contrast, the second lesson plan incorporates formative assessment, as it is based on reflections and continuous feedback throughout the lesson planning process.