A avaliação da aprendizagem no Curso de Pedagogia : implicações na educação básica

Abstract

The present research, investigates conceptions and learning evaluation practices of teachers and students of the pedagogy undergraduate course in a private institution in São Luís, Maranhão. The objectives of this research are related to evaluation methodologies used by teachers on the pedagogy course and their implications for the future teachers of basic education. It intends to identify the articulation between teacher evaluation practices of pedagogy course and the political-pedagogical project. This is a qualitative study involving eight teachers and ten students. They participated in a semi-structured interview which involved opportunities to suggest ideas and experiences about their evaluation. After analyzing the data, it was found that assessment practices of teachers and students have similar characteristics to their training course. Respondents use several types of evaluation and they recognize the procedural aspects of this assessment. They also demonstrate that for the realization of the evaluation practices, training and procedural proposals on political-pedagogical project of the course, the teachers need to disobey rules imposed by the institution, which makes the evaluation process inflexible with content tests. Teachers in training recognize that pedagogy course is relevant because it helps them on the evaluation function in relation to the teaching and learning process, making them more innovative. The results suggest that the academic management of the Institution studied, review its position about the evaluation and it encourages the education of teachers who are also researchers concerned with a quality education for everyone, since teachers and students conceive evaluation as a support tool to the effective learning.