School evaluation should be understood as an auxiliary tool in directing teachers'
pedagogical practices for the development of meaningful learning for students. In this
sense, we mobilized the following research problem: how has evaluation in
Chemistry teaching been used to direct pedagogical practice in High School? The
present work sought to investigate how evaluation has been used to direct the
pedagogical practices of high school Chemistry teachers. With this, we proposed to
carry out a qualitative bibliographical review, seeking to analyze the Qualis
Periodicals (A1-A4) present in the Sucupira Platform with a four-year evaluation from
2017-2020; the Annals of the National Chemistry Teaching Meeting (2006-2020) and
the articles and works from events present in Google Scholar (2012-2022). As main
results, we emphasize that the evaluation enables the teacher to understand, reflect,
guide and innovate the pedagogical practices. In addition, it represents an
opportunity for learning, identifying difficulties and regulating the teaching and
learning process. Therefore, it allows us to realize that evaluation in Chemistry
teaching can go beyond just assigning grades and certification of learning. Therefore,
we recognize that evaluation has a role in guiding teachers in their pedagogical
planning, directing improvements in the teaching-learning process.
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