The evaluation of learning is one of the subjects much discussed in the education by writers,
educational managers, teachers. Assessment is a tool that should be part of the routine of the
school and classroom, and should happen in a continuous and procedural way, thus contributing
to a quality education and to the construction of students' knowledge. This study aims to
investigate the limits and advances of learning evaluation post LDB no 9394/96. The work was
carried out through bibliographical and documentary research of writers who debate and study
the subject in research, found in books, scientific articles, theses and dissertations of studies
carried out after LDB no 9394/96. From this, it was found that, despite these various studies and
debates on learning assessment, as well as a legal norm - LDB no 9394/96 - showing how de-
ve is the evaluation, it is still carried out in classroom in a traditional way, with the purpose of
promoting, selecting, classifying and excluding students.
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