Avaliação da aprendizagem e a relação com o saber : um estudo no curso de licenciatura em pedagogia da Universidade Federal de Sergipe / Campus Professor Alberto Carvalho

Abstract

This monograph aims to analyze the relationship with the knowledge and the learning process undergone by the undergraduate students of the Pedagogy course at UFS/Campus Professor Alberto Carvalho, with a view to identifying the evaluation practices applied by teachers. This research is justified by concerns about the practices, since evaluation is a formative process that needs to be rethought beyond the act of examining/approving/disapproving students, it should not be classificatory and become a moment of learning significant. This is a theoretical-empirical research of a qualitative regarding the nature of the data. The instrument applied was the knowledge balance, adapted for the accomplishment of this research, which is configured as a text in which the subjects describe their learning and the relation with the knowledge during the initial formation. The population studied included a group of 22 students from the 9th period of Pedagogy. The collected data were worked in the light of the discursive textual analysis. The results indicated that, despite the changes in the conceptions and practices of learning assessment, there are still some teachers adopting selective measures during the teaching process. The act of evaluating needs to be (re)thought as a way of collaborating with learning, making the relationship with the knowledge necessary to understand oneself, the other and the world. Finally, it is emphasized that the teaching practices associated with the resignification of knowledge are fundamental during the formative process and develops meaningful learning in itinerant processes of formation.