This study analyzes the evaluation of learning in the discourse of Elementary School teachers
at José Monteiro Maia Municipal School in Castanhal-PA. The theoretical framework is based
on Cipriano Luckesi, Ana Maria Saul, Léa Depresbiteris, Maria Teresa Esteban, Jussara
Hoffmann, among others, for discussions on learning assessment. The study has a qualitative
approach, bibliographic and field character. For data generation, we used a semi-structured
questionnaire with 03 (three) teachers who work in Elementary School, Early Years. For data
analysis we used discourse analysis based on Mikhail Bakhtin from the concepts of dialogism
and enunciation. The results of the study reveal that the teachers' speeches show a conception
of evaluation focused on the perspective of diagnostic, formative, mediating and emancipatory
evaluation, developed through different evaluation instruments such as tests, texts, observation
sheets, records, portfolios and others, with a view to monitoring and contextualizing the
teaching and learning process. We conclude, then, that the teaching and learning process goes
beyond a traditional assessment in the classroom, making learning assessment a transformative
tool, specific and reflective of the countless situations and challenges that the basic education
teacher can experience in the classroom. of class. Being perceptible that the teachers in the
pedagogical and school work build the multiplicity of knowledge, through the diagnostic,
problematizing and evaluation mediator look.
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