LEARNING SELF-MANAGEMENT: A REFLECTION ON THE EVALUATIVE PROCESSES IN TEACHING CHEMISTRY

Abstract

This research had a qualitative approach and the objective of analyzing the self-managed learning strategies developed and experienced by students, based on the evaluative processes experienced. For this, initially, the students' perceptions about the evaluation processes they experience in schools were diagnosed, the feelings that the evaluation processes awaken in the students were identified and the self-management strategies developed by the students were analyzed after the results of the evaluations. The research field were three public schools in the State of Pernambuco and the research participants were 61 high school students from these schools. Questionnaires were conducted with students with open questions. These data were categorized and analyzed according to the Generations of Evaluation (GUBA; LINCOLN, 1989). The research revealed a very difficult scenario in high schools. The evaluation process has been understood by students as shelves in which tests or tests are carried out, in order to measure what they have learned, to separate the good from the bad students, meaning a moment of pain, fear, sadness, disappointment, anguish, that is, far from having the objective of assisting in the teaching-learning process, of assisting students in self-management of learning, understanding their potential and gaps, according to the students' responses, we observed that the feeling of discomfort is general to the evaluation methods and we emphasize the importance of reviewing the training of teachers, because if students think of evaluation in this perspective, then their teachers are also with First or Second Generation evaluation perspectives. It is important that new forms of assessment are proposed, that students understand their need for their learning.