Forma？？o em avalia？？o como um caminho para a profissionaliza？？o docente

in this article explores the hegemony of the ′′evaluation as measured`` in the actions and teaching conceptions. using the practical reflection and in evaluation as formation strategy, by means of the research-action one constructed to a link of coherence with a concept of more libertarian education and politics and an education lined for a diversification of work strategies and attendance to the pupil. as results can be noticed that the professors had extended theoretician-practical construtos and the questionings propitiated the collective reflection in evaluation, fortifying more critical attitudes in the analysis of the conceptions that guide its action. thus, a professional of the education in ′′ample direction`` that understands the educational questions stops beyond the walls of its classroom in a cultural context, social and educational conceives itself expanded, valuing its autonomy, with a critical-reflexiva dimension that allows to evaluate its professional passage and the development of its pupils in view of ends politicians, pedagogical.