Avaliação da aprendizagem no contexto da formação inicial de professores de Ciências Biológicas : concepções docentes e discentes

• Ano de defesa: 2025
• Autor(a) principal: Lacerda, Divaniella de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Licenciatura - Ciências Biológicas; Ensino - Biologia - Avaliação formativa; Ensino - Biologia - Avaliação tradicional; Identidade docente; Fenomenologia; Degrees; Teaching identity; Formative assessment; Traditional assessment; Fhenomenology; Licenciaturas; Identidad docente; Evaluación formativa; Evaluación tradicional; Fenomenología; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/36253

In the field of learning assessment, the traditional perspective can still be found quite often in educational spaces, which can be considered a challenge, since in the traditional understanding, assessment is focused on verifying student performance in relation to the intended objectives. Considering that initial training is the main space for the construction of teaching knowledge, this paper defends the thesis that the conception of the teacher trainers of the Bachelor's Degree in Biological Sciences regarding learning assessment reinforces the traditional view of this process and does not meet the current needs of education. Starting from the premise that every practice is based on a conception of the instructors of the Bachelor's Degree in Biological Sciences at UFPB and of the graduating students about the assessment of learning and its relations with the traditional assessment and the needs of basic education. The approach of this research is qualitative, in which the descriptive phenomenological method was used. Data collection was carried out through semi-structured interviews with the instructors, analysis of the course plans of these instructors and a questionnaire applied to the students who were pre-graduating and graduating from the course. The data were analyzed based on Colaizzi's phenomenological analysis. The main results indicate that 55% of the teachers interviewed have a traditional conception about the assessment of learning, as reflected in the course plans of the disciplines of these teachers. Likewise, students analyze that the practice of these teacher trainers presents a traditional bias, which differs from the results of the analysis of the conceptions of pre-graduate and graduating students, about which the predominance of evaluative conceptions with formative elements stood out. For them, good assessment practices should promote a diversity of instruments that respect learning styles. Therefore, based on the data collected, it can be considered that the aforementioned course still presents assessment concepts that reinforce the traditional bias of this process and do not meet the needs of basic education. In the context of initial teacher training, learning assessment should provide future teachers with the opportunity to reflect on this process and gain diverse experiences to be used in future practice. In this sense, the field of Biological Sciences is configured as an area that can favor the overcoming of traditional assessment models, given its theoretical and practical nature.