Since 80’s, the somative evaluation has been denounced as one of the main classification, selection and social exclusion mechanisms. The criticism has provoked
some proposals of transformation and reformation of the practices of evaluation that
have been leading to a theoretical predominance of assessment and to the abandonment
of the researches about somative evaluation. But this type of evaluation is more used for
the teachers of all school levels. The application of somative evaluation is necessary to
the educational institution legitimate and certificate the obtained result on the end of a
period. Recently, it was released the proposals of Schneuwly and Dolz (2004) of a work
in classroom with the mother language through the Didactic Sequence for the teaching
of several genres. Although the somative evaluation has been included as one of
components of Didactic Sequence (the final production), it seems that it is not
mentioned much about the practices that type of evaluation presupposes and about its
inclusion in a formative procedure. This research has as aim, therefore, to identify
difficulties and possible solutions about the somative evaluation in Didactic Sequences
to oral and writing in the teaching/learning Portuguese Language. After characterize the
somative evaluation and the instruments that this evaluation mobilizes in the
teaching/learning of Portuguese language, we propose the analysis of a corpus of the
seventeen academical documents with the purpose of verify as the somative evaluation
was realized in different Didactic Sequence related in these documents. It was analyzed
the occurrence or not of the somative evaluation in the final product, the objects of the
learning considered in this type of evaluation. After this, we show the importance of the
articulation between somative evaluation and formative assessment presupposed in
Didactic Sequence.
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