This paper refers to an ethnographic case study carried out with a first year High School physics teacher, at two federal institutions of education located in the city of Recife, Pernambuco, Brazil. It aims to identify the relationship between teacher's conceptions of evaluation, his initial and continuing education what recommends the institutions' political-pedagogic project (PPP). The methodology used was organized as a Kelly's cycle of experience, aimed to engage teacher in a process of interpretation and reinterpretation of reality designed and lived. The analyses were based on the theory of personal constructs and the evolution of ideas defined as generations of evaluation. We realized that, despite the fact that the evaluative practices of this teacher follow the instructions of schools' PPP, they have common characteristics related to his conceptions of evaluation.
Physics teaching; Teachers' education; Evaluation; School's political-pedagogic project; Theory of personal constructs