This summary consists of a work carried through for Fatima ChristinaLabruna Moreira Santos regarding the workmanship of Jussara
sobreo Hoffmann subject Educational Evaluation, and is presented in form of topics with ivistas to facilitate the maximum synthesis of informaçãoes for the reader. Some functions of avaliaçãosegundo Fatima Christina Labruna Moreira Santos- Evaluation as possibility of improvement and intervention in the daily pertaining to school; - Evaluation as
instrument of dialogue of the component instances of the environment of learning of the schools (process of exchanges between
professors and pupils and, between pupils and pupils); - Evaluation with classificatória and competitive attribution (model standard, characteristic of the last century); - Quantitative Evaluations (objective testagem, much used in Pertaining to school Psychology) - mediating Evaluation (it criticizes the classificatória evaluation and competitive, it gives to the biggest priority possívelaos collected results); - Evaluation as investigativo process (Objective the development of umprocesso of change, which must be: slow, in view of that umprocesso is ethical, and quecontém in itself a value judgment); - Evaluation as accompaniment process (and not more than Judgment); - Evaluation as instrument politician, evaluation controller and classificatória (these three adjectives give account of what it was the evaluation in this century); - Significant Evaluation (To register more given significant of what the classificatórios - the professors have that to have an ethical commitment to follow the pupils and its history). Considerações made by Jussara Hoffmann on evaluation: - The evaluation cannot be dialogue but punishment instrument; - All process of change must be slow. Avaliativo process contains value judgment, of accompaniment of the development of the human being; - Avaliativo Process nothing more is that this ethical process, because the professor is compromised to the value judgments that emit on the pupil; - We transform a school we saw avaliativo process, because arguing with the professors, the avaliativos principles we we finish reformulating resumes, methodologies procedures, the proper structure of the school, inside and the rejection of the school, stopping bigger relation with, the parents and the community; - We searched the objetividade, the precision, justice, the homogeneous one so far, everything that the rule ran away we were bad. Today we look for to perceive different in the pupils and the professors, not as bad but as only different; - To become these apt pupils to search and to criticize information with intellectual autonomy and moral front the images that the world presents to them; - The evaluation leaves of being the judgment of the performance reached for the pupil to be, then, the proper intervention of the process; - The evaluation does not go to leave to be on to the control in the school, has controlled this in benefit of the learning of the pupil, in benefit of the school and the proper professor; - The true auto-evaluation is that one that the pupil allows to take conscience on its discovery processes; - With people, we have that to cultivate changes, watering slowly; - We have conflicts in the schools that if give healthy in the meeting between practical traditional and new the practical ones, it is understandable that the people want to follow old practical, is not easy to venture itself in the stranger; - Some schools had moved in the band of the Infantile Education, where younger professors act but they continue with the traditional resume of 5ª 8ª series and in as the degree, much worried about the question of the vestibular contest; - Enem (classificatório process, to evaluate Average Ensino and to give the first steps for a new instrument of election for superior education.