NON-DAILY EVALUATION PRACTICE IN THE INITIAL YEARS

This article aims to understand the conception of evaluation of school learning of teachers in a municipal school in the state of Pernambuco. This is a qualitative research and was carried out with teachers in the initial years a questionnaire with subjective and objective questions. It is also an exploratory research, because it refers us to a field study, involving a municipal school where the teachers work, with the presented study we tried to do the best, from the evaluation of the school learning of the teachers, creating methods to motivate the performance of students to be creative for the improvement of learning, for this, it is indispensable that there is a good affinity between teacher-student. The results of the analyzes of the present study show the importance of the pedagogical evaluation of the teachers in activities, therefore we can conclude that although the evaluation is geared towards the classification, it has the note as basic aspect. Although teachers have innovative understandings about assessment, they find it difficult to change their classroom custom.