O PROFESSOR E O SISTEMA AVALIATIVO NO ENSINO SUPERIOR SOB A VISÃO CRITICA DO ALUNO

• Autor(a) principal: ARAÚJO, Sergio Machado de
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagem (Catalão. Online)
• Texto Completo: https://periodicos.ufcat.edu.br/lep/article/view/221-236

This paper deals with an issue that is little researched and analyzed in the academic context. In fact, we usually discuss innovative methodologies and creative materials for specific purposes, among other elements surrounding the process of teaching and learning in higher education. However, we limit our research when we talk about the methodological change that should be made from the student’s perspective. Teacher education in college is not to focus only on professional achievement, but on the cultural and social needs of the student. Therefore, I try to emphasize that the need for scientific research projects and teaching curriculum innovation can bring the student to the application of meaningful content in his/her daily lives. The creation and development of educational projects in higher education needs to enable students to be "differentiated" in a society devoid of critical thinking. It is from this point of departure that a modification is necessary in the assessment tools because the evaluation process should not face only the acquisition of syllabi, but the realization of this knowledge in developing intellectual, professional and socio-cultural individuals as part of a university that consists of trendsetters. Higher education should not be a filter picker, but an open door to those who seek knowledge. With this, it is understood that the university is the cultural field where the individual has the opportunity to seek something beyond theoretical knowledge or practical realization of the knowledge acquired in higher education, but the social field that will help the student to turn their knowledge of theorists in social practices. To this end, the theoretical foundation of this work includes Ausubel (1980), Marcuschi (2005), Masetto (2012), Gavaldon (2003), Carpinelli (2003), Faraco and Tezza (2010), among others. It is understood that positive results in the quality of university education will only reach the target with consideration of critical-evaluation of the student on their own training and future professional practice.