摘要：In this article, we analyze the national and international research characteristics on the production of learning evaluation in discursive interactions in science teaching based on a sociocultural perspective. We considered 89 researches, 66 of which were national and 23 were international, selected by consulting the ProQuest Education Resources Information Center and Web of Science virtual libraries, the CAPES Newspaper Portal and the ENPEC Annals. The researches were analyzed in the NVivo 12® software for four categories: (a) understandings and purposes of learning evaluation, (b) relationships between evaluation and discursive interactions, (c) learning evaluation assumptions and (d) analytical categories. The researches indicate the need to consider discursive dynamics in the evaluation conceptual understanding and in how it is structured according to interactional patterns so that students are able to develop meanings. The studies highlight multiple purposes and the need to expand spaces that value the expression of scientific ideas by students, above all, through dialogic discourse. Based on the research propositions, we emphasize the evaluation centrality in the articulation between scientific thought and language through a linguistic, epistemic and situated focus on science teaching.
