A avaliação da aprendizagem na formação docente : um retrato dos saberes dos concluintes e egressos do curso de Pedagogia da Universidade Federal de Alagoas/Campus Sertão

• Ano de defesa: 2017
• Autor(a) principal: França, Maria Lenilda Caetano
• Orientador(a): Marchelli, Paulo Sérgio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Educação em Alagoas; Ensino superior; Formação de professores; Avaliação de professores; Avaliação educacional; Universidade Federal de Alagoas (UFAL); Curso de pedagogia; Avaliação da aprendizagem; Concluintes e egressos; Saberes teóricos e práticos; Theoretical and practical knowledge
• Palavras-chave em Inglês: Teacher training; Course of pedagogy; Learning assessment; Undergraduate and graduate students
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/7465

The research describes the theoretical and practical learnings about evaluation offered in the process of formation, assimilated by the students and used in the practices developed by graduates of the course of pedagogy at the Federal University of Alagoas, with specificity for the Campus of the backwoods, to answer the following question: between the theoretical and practical references on learning evaluation offered in the course of pedagogy of UFAL/Campus Sertão, which were assimilated by students in conclusion of course and how are worked by graduates? In this sense, were questioned fourteen graduatings in the 8th period of 2016.2, five graduates who work in basic education and the Coordinator of the course of pedagogy. The methodology is the descriptive study with a qualitative approach, whose investigative instruments consisted in the application of questionnaires to undergraduates and interviews with graduates and Coordinator. The interpretation of the data is based on content analysis proposed by Bardin. The theoretical reference discusses the main ideas of the authors who define the line of thought on the subject of teacher training and Learning evaluation, including Hoffmann, Furlan, Balzan and Sobrinho, Libâneo, Berger, Charlot among others. As a contribution, we analyzed the law of Guidelines and Bases for National Education nº 9394/96, the National Curriculum Guidelines for the course of pedagogy and the PPC of the course of Pedagogy of UFAL/Campus Sertão. The results of this investigation have made it possible to draw apicture of the current evaluation practices in the course of pedagogy and meet the conditions offered for teacher education from the perspective of the participants. The collected data evidenced that the students in conclusion of course and the graduates in professorial exercise were evaluated mainly by tests, seminars and micro classes, revealing the presence of an evaluative conception aligned to the old traditional verification of the learning, in which the critical perspective is not considered in the voices of the subjects. The research made it possible to explain an important knowledge built on evaluation of learning in the course of Pedagogy, also revealing that there is a criticism to the directions of the course, which appears as positive fact, since it was observed in the interviewees reports that they experience a slow and difficult process of changing evaluative practices, due to experiences in the university. It was verified, according to the graduating students, the contradiction between the theoretical reference worked in the discipline and the way of evaluation of some teachers. It was revealed that the graduates are formed with good knowledge, tending not to reproduce in the practical life the criticized method of evaluation in the university. Finally, the research provided important elements for reflection and possible transformations in teaching and evaluation practice for the good formation of pedagogues in general.