CONCEÇÕES SOBRE AVALIAÇÃO DAS APRENDIZAGENS NO ENSINO SUPERIOR O CASO DO ENSINO DE ENFERMAGEM

• Autor(a) principal: Bule, Maria José
• Data de Publicação: 2017
• Outros Autores: Lopes, Manuel José, Sebastião, Luís Miguel Santos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10174/22875; https://doi.org/Bule, M. J., Lopes, M. J., & Sebastião, L. M. S. (2017). Conceções sobre avaliação das aprendizagens no ensino superior o caso do ensino de enfermagem. RIASE, 3(2), 1035-1050. Retrieved from http://www.revistas.uevora.pt/index.php/saude_envelhecimento/index website: doi:http://dx.doi.org/10.24902/r.riase.2017.3(2).1035; https://doi.org/http://dx.doi.org/10.24902/r.riase.2017.3(2).1035
• topic: Higher education; learning; nursing education

Objective: To analyze the conceptions about apprenticeship evaluation in higher education and the case of nursing teaching. Methodology: a descriptive and essay study of conceptual analysis based on the theoretical reference. Results: The learning-centered teaching model refers is operationalized by the design of strategies that lead the students to learn, guided by the teachers. This model takes a dynamic perspective, focuses on the principles of the Bologna Declaration and breaks with the traditional model of education, dominant in Europe until the late 1980s. The evaluation of learning in the different pedagogical models results from a set of intentional actions whose centrality shifted from student performance to the processes that lead to certain performances. Emerge the appreciation of the contexts and stimuli that provide environ- ments for learning. The approximately two decades of integration of nursing education in higher education followed the paradigm changes, simultaneously with the process of adaptation and integration that occurred. Conclusion: It should be noted that the evaluation of learning in Nursing (as in other areas) is not apprehended by praxis. The inherent conceptual schemes must always be ascertained from the pedagogical models that support the relation of teaching and learning, according to the principles of Bologna.