Analyzing the social representations (SRs) of assessment for learning among Biology teachers in a leading school is the aim of this doctoral thesis. The research was conducted in a renowned public elementary school in Rio de Janeiro. The study is carried out by employing the Social Representation Theory (SRT) under a structural approach perspective and the analysis of its anchors. It is assumed that the specificities of Scientific Disciplines are present in the Biology teachers pedagogical practices of assessment, expressed in their identity and reflected in their way of teaching and evaluating - thus, in their SRs. The methodological procedures occurred in three stages that involved the usage of two questionnaires - a word association test taken by 60 teachers, and a mute zone investigation answered by 45 teachers - and interviews with 12 Biology teachers from the field of research. The discussions were centered on practices of teaching and assessment by using theoretical references such as Hadji, Esteban, Perrenoud, Fernandes, Luckesi, Demo and Hoffmann besides a dialogue with the SRT based on the studies of Moscovici, Jodelet and Abric. Throughout the analysis, it was possible to confirm the hypothesis of a summative pedagogical practice - focused on classification and certification. The data show that most participants SRs of assessment for learning - their view on teaching, syllabus and school - are based on traditional elements of the educational field. It is suggested that an epistemological, social side of Scientific Disciplines is not very evident when these SRs are influenced by both institutional orders and standardized expectations of the role of the teacher. In contrast, a smaller part of the participants stands out in the results: their SRs of assessment approach a formative, procedural and continuous dimension. This latter group of Biology teachers shows strong evidence that their ideas about syllabus innovations of Sciences/Biology are one of the factors associated with a more formative SR that guides their pedagogical practices. It is possible to suggest that the way in which teachers see the reason behind teaching Biology, added to their idealizations of the purpose of the school, are inextricably connected to the implementation of assessment practices that can be either more formative or summative. It is concluded that the assessment practices and their social representations of the Biology teachers who were investigated can carry out a project to support students learning, even in a school context marked by tradition, content and institutional orders with strong normative evaluation processes. The study indicates the need for institutional policies which promote a student-centered assessment - focused on their learning processes. It is of paramount importance for future teachers to experience the practices conceived by the pedagogical field in all stages of their initial and continuing education. The thesis argues that this movement could help overcome a classification model of evaluation in teaching Biology.