Eu não gosto desse instrumento, mas também o aluno não gosta das provas... A avaliação da aprendizagem e a avaliação de disciplinas na ótica de professores universitários

• Autor(a) principal: Evangelista, Maria Tereza Fernandino
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3427
• topic: Avaliação de aprendizagem; Avaliação de disciplinas; Professor universitário; Formação de professores; Learning process; Assessment of disciplines; University teacher; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present study aimed to analyze the meanings attributed to the evaluation of the learning process by university teachers and also to investigate the unfolding of the outcomes of the assessment of subjects restructuring of these disciplines and directly in the classroom. This research investigated some subjects and their respected teachers, in a specific Science Center of Universidade Federal de Viçosa (UFV). We have perceived how didactic and pedagogical issues are directly related to the Project for the Evaluation of Subjects (PAD) since, by the latter, teachers can reflect their views, impressions, events experienced in the classroom, which possibly generates elements contributing to their own professional and their students‟ development. Thus, the specific objectives of this study are: to determine whether the results of subjects‟ evaluations are directed to discussions and improvements; analyze the impacts of the evaluation of subjects in the pedagogical practices of teachers; characterize the pedagogical practices of teachers through interviews, aiming to identify what conceptions teachers have about the evaluation of the learning process. Twelve interviews were conducted with teachers following a script with questions about the academic subjects, the PAD and the pedagogical practice of the subject with emphasis on the evaluation of the process learning, focus of this study. The content analysis provided us with elements for data discussion and guided us in the construction of categories for analysis of the teachers‟ messages in their speeches, in search of the meanings they attached to the subjects assessment of learning process. This study reveals elements of a teaching practice guided by technical rationality and also shows gaps relating teachers‟ pedagogical knowledge. Similarly, it was noticed that the teachers in this study understand evaluation in the prospect of checking the content taught rather than being part of the teaching and learning process; they, partially, recognize the relevance of the outcomes of subjects evaluation done by students and use some of these results in order to enhance their teaching. We realize that the core of the debate fits into the context of teacher education, since it is in the academy place where issues can be raised and discussed relating assessment practices that transform a scenario which lacks investment.