Avaliação dialógica em contexto de emancipação e retroalimentação do ensino e da aprendizagem de Biologia na Educação de jovens e adultos.

The analysis of learning assessment aligned with the life projects of each individual aims to comprehend dialogical assessment in the context of emancipation and feedback in Biology teaching and learning in Adult Education. And as a problem: Is it feasible to develop evaluative practices from a dialogical, emancipatory perspective that allows for the feedback of the teaching-learning process in Adult Education, specifically in Biology? Grounded in critical pedagogy, focusing on Freire, and dialogical assessment by Romão, we methodologically structured a theoretical bibliographic-reflective study. Emphasizing Freirean pedagogy for social transformation, we highlight dialogical assessment as a facilitator of learning between educators and learners, emphasizing the connection between generative themes and Biology with personal experiences. The conclusion is that the dialogical approach, coupled with emancipation, has the potential to promote transformative and inclusive learning, emerging as an effective strategy in the feedback loop of Biology learning. [ABSTRACT FROM AUTHOR]