Abstract: The learning evaluation is meaningful only if it is strongly related to learning and teaching. Therefore, the evaluation during literacy cycle provides for teachers the understanding of the construction process of learning by students, as well as reflection on intervention strategies daily enabled by teachers at classrooms to ensure the skills which students have the right to get. The evaluation during literacy cycle should be grounded by an inclusive approach, because it aims to qualify the learning process of the students. The evaluation practice should be continuous, dialogical and procession to follow the students’ learning progress. In order to get to this understanding about evaluation on literacy cycle, I carried out reading and interpretation of many scholars, such as Alves(2000), Barbosa (2008), Castro (2009), Demo( 1999; 2004 ), Freire (1996; 1997; 2003; 2006),Hoffmann (2009; 2012; 2014), Luckesi (1995; 2011; 2013), Perrenoud (1999; 2002),Vasconcelos (1988), Zabala (1988),), to mediate our debate. The general purpose of this paper is to research the teachers’ points of view, pedagogical practices and proposals which are current in the present teaching background and enables to move forward in discussion and practices about learning evaluation during the first three years of literacy cycle. The methodology of this paper is a qualitative approach research, by means of a focus group technique. Linter viewed six teachers who give lessons in the first three years’ literacy cycle classes at three municipal elementary schools, especially E.M.E.F. SizenandoFlórido de Souza. The interview was very appropriate, because it allowed collecting information and opinions about the learning evaluation. I saved the conversations with audio recording and thereafter a transcription. Based on the results achieved from the talk to the teachers on learning evaluation during literacy cycle, I could realize, in the speeches of the interviewed teachers, that, despite the dichotomies, it is possible to reinvent, and innovate, and make relevant changes to assure the students’ success and improvements. In the speeches of the interviewed teachers, I observed that one must break paradigms of traditional evaluation and be open-minded to innovation. I also realized that there already are teachers innovating the evaluation practices, thinking about the concept of school social function, the values and the creeds and reflecting whether their practice is coherent with the principles of autonomy, creativeness, criticality and students’ involvement in schoolproposed activities with insertion and inclusion, insofar as there still are teachers who needs to improve their educational skills, regarding the changes that are taking place in the learning evaluation process.

Keywords: Learning evaluation,  Literacy cycle,  Teaching and Learning.