Experiências avaliativas na docência-formação: divergências, aproximações e reflexões em uma instituição de ensino superior da Bahia

Abstract

The general objective of this investigation is to understand the interrelationships between the evaluation practices applied by undergraduate courses professors and the theoretical- conceptual field of the formative process. Thus, this study is justified by the fact that evaluating learning from a critical perspective requires reflections on teaching in different dimensions and perspectives, including strengthening the ties between the university and the basic education school. As for the epistemological basis, this dissertation is based on the theory of complexity based on the multidimensionality of phenomena and educational facts with a qualitative approach, articulating with intervention-research strategies with divergent positions, approximations and distance in which all knowing is doing. Therefore, this scientific work comprises the inseparability between the objective world and the subjectivity of the human being, having as its locus a higher education institution (HEI), i.e. a University center, in Bahia, and the participation of 12 professors. With regard to data and information production devices, the itinerancy diary was used – emotions records, feelings and learning during involvement in classes; the conversation – rich in multiple meanings and understandings; and the narrative memorial – reflective writing of oneself history, of the other and of the world. The empirical corpus was analyzed in the light of subsuming notions, which affected semantic basins (re)grouped through cognitive operations related to meaning units and the construction of meta-analysis in search of new interpretations. The findings indicated that the researched teachers conceive the act of assessing learning as a continuous process permeated by the mobilization of prior knowledge, mediation and interaction, with a view to breaking the Jesuit pedagogy still present in initial and continuing education. On the other hand, the term assessment is commonly adopted as a synonym for test/exam by those investigated and by the institution in their documents, evidencing contradictions between the knowledge and know-how of these professionals, working in undergraduate courses. Finally, the evaluation practices involved different methodologies, such as seminars, case studies, brainstorming, verbalization and observation groups, articles, reviews, files, classroomresearch, interviews, portfolios and samples/fairs/cultural events. However, these procedures for monitoring learning, which go beyond cognitive memorization operations, come up against the limits of the institutional system, accounting for a total of 40% of the overall grade. The other 60% are fixed and distributed in standardized tests/exams. This logic has an impact on the quality of the graduates' education trajectory by focusing on mastering skills and abilities aimed at the job market, by reformulating curricula with the courses streamlining, by grouping classes into common curricular units and by implementing virtual classes for the reduction of teachers' working hours. Thus, an evaluation supported by a praxis that allows the appropriation of knowledge and the diversification of devices based on the student’s creation and authorship development is recommended.