Caminhos avaliativos na formação de professores de ciências da natureza

Abstract

Different factors need to be discussed in teacher training courses, among them is learning assessment: aspects and concepts, instruments, means of recovery, among others. Considering the relevance of the theme, it was listed as a research problem: what are the evaluative perspectives in the Degree courses in Natural Sciences at the Federal University of Pampa - Dom Pedrito campus? Its general objective is to investigate the learning assessment practices described and experienced in the Degree in Natural Sciences at the Federal University of Pampa - Dom Pedrito campus and to discuss the emancipatory perspectives of initial training. To theoretically support the conception of emancipatory evaluation we used Saul (1988, 2010), whereas Freire (1983, 1996, 2002) subsidized the theoretical contribution of critical, liberating and autonomous education. The discussions of the Course Pedagogical Project (PPC) were based on Veiga (2004) who studies the documents that govern the educational organization. Methodologically it is a qualitative research, whose procedures are: document analysis (PPC study) and ethnographic case study (questionnaire prepared by google forms answered by 43 students). The steps defined by Bardin (2011) supported the content analysis, which resulted in seven categories: PPC, Student perception of assessment in learning, Evaluative conceptions, Evaluative instruments, Recovery, Evaluative practices and Evaluative perceptions. With the mapping of mentions of evaluation in the PPC, it was noticed that the term is cited 138 times in the different sections and that 6 components have mentions, four of which are mandatory and two are complementary. For the students, there is a gap regarding the dialogue about evaluation in specific curricular components, occurring, most of the time, in Pedagogical Practices. Regarding the evaluation instruments used, the test was the most mentioned by the students, and at the same time, it was the most cited as an instrument that students would not use in their teaching practice. The results indicate that the assessment in the course is aligned with an emancipatory assessment perspective, conceptualized by Saul (1988). The results obtained from this study may allow reformulations in the document under analysis to be carried out, contributing to the training of reflective teachers who carry out self-criticism about their teaching practices. It also allows discussions about learning assessment to become more present in the course.