O erro na avaliação da aprendizagem: concepções dos licenciados de Ciências Biológicas da UFAL

Abstract

Learning assessment is considered a crucial issue in the educational field, as it accompanies student development, pedagogical practice, and policies focused on this area. This work aims to understand the conceptions of undergraduate students in Biological Sciences at UFAL (Federal University of Alagoas) regarding error in learning assessment based on their formative/academic experiences. To this end, the methodological approach is based on qualitative research, descriptive and exploratory in nature, adopting the methodological procedures of case study, integrative literature review of the period (2020-2025), document analysis of the PPC (2018), and semi-structured interviews. The research was conducted in the Biological Sciences undergraduate course at the Federal University of Alagoas (UFAL), Penedo Educational Unit (U.E. Penedo), with ten undergraduate students regularly enrolled in their final year of the course. For data analysis purposes, the theoretical assumptions of Bardin's (2016) content analysis were used. The research results demonstrate that the PPC (Pedagogical Project of the Course) aligns with the concept of diagnostic and formative assessment; however, there are no curricular components in the curriculum matrix that centrally address assessment. Nevertheless, the creation of an elective curricular component stands out as a major contribution to the training of undergraduate students. Regarding conceptions of learning assessment, plural conceptions are noted, aligning with the perspective of learning verification, as well as horizons of formative assessment associated with student monitoring and the (re)orientation of pedagogical practice. Concerning error, a punitive perspective was identified; however, nuances of a formative view in the teaching-learning process are also revealed. Furthermore, weaknesses in discussions on the topic of learning assessment in initial teacher training were evident, indicating a need for closer attention to the subject. Regarding formative/academic experiences, it was evident that most experiences were offered during the initial teacher training course, mainly in pedagogical subjects, although in a secondary manner. In general, these conclusions aim to contribute to the scientific and social field by proposing dialogues about initial teacher training, the relationship between error and learning assessment within the academic context of universities and educational institutions, as well as in the training of future teachers and in the self-evaluation of the course.