AVALIAÇÃO FORMATIVA EM LÍNGUA PORTUGUESA: IMPACTOS DE NOVAS PRÁTICAS AVALIATIVAS NO APRENDIZADO DOS ESTUDANTES DO ENSINO MÉDIO

Educational assessment in the Portuguese language has been transitioning from a classificatory model to a procedural and continuous approach, aligned with the guidelines of the National Common Curricular Base (BNCC) and the 2030 Agenda. This article analyzes the impacts of formative assessment on the teaching and learning process of high school students. The general objective is to investigate how innovative assessment practices influence student performance, educational equity, and teacher training. Specific objectives include mapping the formative strategies used, identifying their effects on learning, and discussing the challenges of their implementation in public schools. The methodology adopted was a qualitative bibliographic review, with content analysis of seven academic productions published between 2022 and 2025, selected from databases such as SciELO and the CAPES Periodicals Portal. The results indicate that formative assessment, through instruments such as portfolios, rubrics, and qualitative feedback, promotes student protagonism, self-regulation, and the reduction of inequalities. However, its effectiveness depends on teacher training policies that articulate theory and practice, overcoming theoretical-practical unfamiliarity and transforming the school's assessment culture. It is concluded that formative assessment is a powerful tool for promoting curricular justice and meaningful learning, but its consolidation requires continuous investment in teacher training and its integration into the schools' political-pedagogical project.