A avaliação da aprendizagem no ensino superior: os letramentos acadêmicos no curso de Engenharia Civil

Abstract

The present research addresses reading and writing as important practices in the daily life of professors and students of engineering courses, so that they have their own language, and through the insertion of these practices, it will make it possible to master certain terms. The way of evaluating students is also relevant, and it is up to the teacher to choose the best alternative to evaluate. Therefore, the objective of the research seeks to analyze to what extent academic literacies can contribute to the evaluation of higher education students' learning in a Civil Engineering course. The methodology of this study, in turn, consisted of a qualitative, exploratory and descriptive research, in addition to being an action research. The research was carried out in the Civil Engineering course of a private institution, located in the city of Bagé, RS, with students and professors. The data collection was based on a questionnaire given to students and teachers, in addition to a Pedagogical Letter given to teachers. The data analysis was organized in four stages: the first consisted of mapping the trajectories in the course, where it was noticed that students are close to curricular components focused on calculations and practical issues. The second stage brought about the methodologies used in the course, observing the predominance of lectures and exercises in the classroom, so that active methodologies are still little used in the course. The third stage addressed the academic literacies applied in the course, making it evident that reading and writing practices are not so present throughout the course, being more found in components aimed at the Course Completion Work. Finally, the fourth stage dealt with the evaluation of learning in the course, identifying the predominance of the use of tests and works as ways of evaluating students. Therefore, it is possible to conclude that both for methodologies and for learning assessment, the methods used are still very traditional, so that teachers feel safer in following such methods. With regard to academic literacies, although they are not so present during the course, some professors seek to insert these practices, recognizing their importance and relevance in students' learning.