Avaliação escolar nos Conselhos de Classe: categorias do juízo professoral

Abstract

This work aims at describing teachers‟ assessment of students in School Board meetings. What are teachers‟ ways of judging? What students are well or poorly judged and under what criteria? What role does failure play on students‟ evaluation and classification? These questions have been answered based on the data collected ethnographically in school board meetings in an elementary school in Rio de Janeiro. Teachers‟ assessment has been assembled in categories framed according to sentences uttered by school board agents in meetings. The description and analysis of the records have revealed that teachers‟ assessment follows a moral judgmental logic rather than an educational one. Thus, the diagnostic and the solution to students‟ learning difficulties are consigned out of school, and failure is the school genuine way to single out unwanted students from teachers‟ point of view.